Extrinsic Goals Research Articles

Exploring Student Academic Achievement and Motivation through Game-Based Learning on Interactive Whiteboards

This study investigates the effectiveness of integrating Wordwall.net games with interactive whiteboards to enhance student motivation and academic achievement in a 10-week financial instruments course. The primary research questions focus on how this combination impacts students' learning motivation and performance. Utilizing a single-group pretest-posttest experimental design, the research involved 33 undergraduate students who completed assessments, including the Financial Instruments Quiz and the Learning Motivation Scale, which encompasses five dimensions: intrinsic goal orientation, extrinsic goal orientation, task value, control beliefs, and self-efficacy. The results revealed a statistically significant increase of 31 points in quiz scores from pre- to post-test, with 97% of participants achieving passing grades after the intervention. Additionally, motivation measures demonstrated considerable gains across all five dimensions. Qualitative feedback highlighted that the interactive game-based format promoted enjoyment, facilitated social collaboration, and increased engagement with digital content. The findings provide empirical evidence that combining Wordwall.net with interactive whiteboards can significantly improve student motivation and understanding of complex concepts. These results suggest that educators should consider this integration to create a more engaging learning environment. Future research is recommended to explore long-term effects and identify specific features of Wordwall.net that enhance learning outcomes when used with interactive whiteboards.

Comparison of chronotype and learning motivation in medical university students

BackgroundPeople differ in their preferred time for intellectual activities. Morningness-eveningness preferences describe the preferred time for performing daily activities and are determined by chronotype. Chronotype reflects circadian preference in humans and is divided into morning, intermediate, and evening types. Learning motivation is a key predictor of student success and may influence learning and study, academic performance, intention to continue medical research, and well-being. Helping students develop learning motivation may improve their educational achievement and health. There are opposing studies regarding chronotype and academic achievement. We hypothesized that chronotype affects the learning motivation of medical school students.MethodsWe used the reduced Morningness-Eveningness Questionnaire (rMEQ), and the Motivated Strategies for Learning Questionnaire (MSLQ) for Russian, Polish, Japanese, and Australian students in the first and second years of medical university. A total of 540 medical students answered the questionnaires. The MSLQ contains six subscales: intrinsic goal orientation, extrinsic goal orientation, self-efficacy for learning and performance, control of learning beliefs, task value, and test anxiety.ResultsThe rMEQ was used to classify the students into three types, which were morning (26.7%), intermediate (60.5%), or evening chronotypes (12.7%) based on their scores. The learning motivation scores for the intrinsic and extrinsic goal orientations, task value, and self-efficacy were lower in evening chronotypes.ConclusionsOur findings suggest that the evening chronotype had a lower learning motivation than the morning chronotype. Evening-oriented students may need a more flexible schedule, and a shift of the most important courses in the university to the afternoon may help them to attain higher motivation for learning medicine.

Are Extrinsic Goals Detrimental to Public Service Motivation? A Panel Analysis Based in Taiwan

ABSTRACT The relationship between utilitarian incentives and public service motivation (PSM) has long been a core issue in public administration research. Scholars have accumulated ample evidence regarding how the pursuit of monetary rewards can affect PSM, but we know relatively little about the effect of various non-monetary rewards on PSM. The pursuit of utilitarian incentives, in goal content theory (GCT), is referred to as extrinsic goals. The present study identifies multiple extrinsic and intrinsic goals and tests whether pursuing extrinsic goals relative to intrinsic goals compromises PSM. Regression results based on panel data collected from Taiwanese public servants in 2018 and 2019 render support to this proposition.

Does the apple fall far from the tree? A meta-analysis linking parental factors to children's intrinsic and extrinsic goals.

Self-determination theory (Ryan & Deci, 2017) has highlighted the differential roles that intrinsic life goals (for personal growth, close relationships, community connections, and physical health) and extrinsic life goals (i.e., for wealth, image, and status) play in supporting well-being. Less is known about how orientations toward these two types of aspirations develop. It is likely that early environmental influences, namely one's parents, impact individuals' aspirations. We address this gap by systematically reviewing the links between relevant parents' characteristics and the intrinsic and extrinsic goals of their children. We identified 49 eligible reports. Children's intrinsic aspirations were higher when parents provided a need-supportive environment (characterized by support for autonomy, relatedness, and competence) and when they endorsed intrinsic aspirations themselves, whereas children's extrinsic aspirations were higher when parents exhibited extrinsic aspirations themselves, promoted the pursuit of extrinsic aspirations, and provided environments characterized by need frustration. Therefore, fostering basic psychological need satisfaction may support children's intrinsic aspiring. In addition, parents should also be mindful of their own extrinsic goals, as they may influence extrinsic aspirations in their children and possibly compromise their well-being over the long term. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Developmental Trajectories of Intrinsic and Extrinsic Goals From Early to Late Adolescence and the Association with Internalizing and Externalizing Problems.

Although numerous studies have explored the causes and consequences of intrinsic and extrinsic life goals, the developmental trend of life goals during adolescence has not been well understood. To address this research gap, this study explored the developmental changes of the pursuit of intrinsic and extrinsic goals during early, middle, and late adolescence, and examined the relation between life goals and internalizing/externalizing problems from a developmental perspective. A total of 4703 Chinese adolescents from primary (N = 1819, 47.8% girls, Mage T1 = 9.34, SDage T1 = 0.58), middle (N = 1525, 47.5% girls, Mage T1 = 12.47, SDage T1 = 0.59), and high school (N = 1646, 51.9% girls, Mage T1 = 15.45, SDage T1 = 0.65) participated in this two-year, three-wave longitudinal study. The results revealed that the pursuit of intrinsic goals increased among primary school students, but decreased among middle and high school students. Conversely, the pursuit of extrinsic goals exhibited a consistent increase among adolescents in primary, middle, and high school. Girls have higher initial levels of intrinsic goals than boys in primary school, and boys' intrinsic goals declined faster than girls' in middle school. Additionally, the initial level and developmental rate of intrinsic goals among three developmental stages were significantly associated with internalizing/externalizing problems, with lower initial level, slower growth rate, and faster decline rate being associated with more internalizing and externalizing problems. The significant association between the initial level and developmental rate of extrinsic goals and internalizing/externalizing problems were mainly observed among late adolescents, with higher initial level and growth rate being associated with more internalizing and externalizing problems. These findings delineate the differences in developmental trends between intrinsic and extrinsic goals, underscore the robust relation between intrinsic goals and internalizing/externalizing problems, and figure out the development-stage differences in the relation between extrinsic goals and internalizing/externalizing problems.

Extrinsic goals benefit capitalism but not well-being. Rethinking the economy's goal for a healthier future.

The dramatic rise in non-communicable diseases around the world but notably in high-income countries like the UK is a manifestation of a global economic system-capitalism-that prioritizes wealth over health. A decade ago, the former WHO Director-General, Margaret Chan highlighted how 'efforts to prevent non-communicable diseases go against the business interests of powerful economic operators' [United Nations. (2013) Take Action for the Sustainable Development Goals. https://www.un.org/sustainabledevelopment/sustainable-development-goals/ (last accessed 16 February 2024)]. While there is a growing literature on how politics and economics influence population health-for better or worse-less attention has been given to exploring how economic systems like capitalism influence people's psychological well-being. To fill this gap, the following article examines how the continued pursuit of economic growth under capitalism (neoliberal free-market forms especially) impacts well-being through challenging basic psychological needs for security, autonomy, competence and relatedness. In doing so, I hope to shed important light on the sources and possible solutions to our growing health and social problems, and stimulate a conversation on how to achieve a healthier future for us all.

The Effects of Nursing Students' Locus of Control, Motivation, and Learning Strategies on Their Academic Performance.

The academic performance of nursing students significantly impacts their ability to deliver quality patient care. This descriptive correlational study investigated the effects of nursing students' locus of control, motivation, and learning strategies on their academic performance in a sample of 515 students. External locus of control was associated with higher scores in extrinsic goal orientation, task value, elaboration, and academic performance. Locus of control, test anxiety, and organization were identified as predictors of academic performance. The study highlights the need for further research on factors affecting academic performance and effective educational interventions.

Mindfully missing myself: Induced mindfulness causes alienation among poor self-regulators.

Mindfulness is a popular technique that helps people to get closer to their self. However, recent findings indicate that mindfulness may not benefit everybody. In the present research, we hypothesized that mindfulness promotes alienation from the self among individuals with low abilities to self-regulate affect (state-oriented individuals) but not among individuals with high abilities to self-regulate affect (action-oriented individuals). In two studies with participants who were mostly naïve to mindfulness practices (70% indicated no experience; N1 = 126, 42 men, 84 women, 0 diverse, aged 17-86 years, Mage = 31.87; N2 = 108, 30 men, 75 women, 3 diverse, aged 17-69 years, Mage = 28.00), we tested a mindfulness group (five-minute mindfulness exercise) against a control group (five-minute text reading). We operationalized alienation as lower consistency in repeated preference judgments and a lower tendency to adopt intrinsic over extrinsic goal recommendations. Results showed that, among state-oriented participants, mindfulness led to significantly lower consistency of preference judgments (Study 1) and lower adoption of intrinsic over extrinsic goals (Study 2) compared to text reading. The alienating effect was absent among action-oriented participants. Thus, mindfulness practice may alienate psychologically vulnerable people from their self and hamper access to preferences and intrinsic goals. We discuss our findings within Personality-Systems-Interactions (PSI) theory.

Sustainable Fashion in New Era: Exploring Consumer Resilience and Goals in the Post-Pandemic

This study examines the underlying mechanisms that lead to sustainable fashion consumption in the post-COVID-19 pandemic era. Particularly, this study explores the complex relations between resilient coping mechanisms, consumer life goals, and sustainable fashion consumption, combining Goal Content Theory and the Consumer Sustainability Orientation framework. The findings obtained from partial least squares structural equation modeling analysis using 503 responses confirm that resilient coping positively influenced both intrinsic and extrinsic life goals. While intrinsic goals reinforce all aspects of sustainability orientation (ecological, social, and economic), extrinsic goals show a contrasting effect—positively affecting economic orientation but negatively impacting ecological and social dimensions. Among sustainability orientations, the ecological dimension had a significant positive effect on sustainable fashion consumption behavior. The research also reveals that resilient coping directly improves social and economic dimensions of sustainability orientations, but it does not significantly influence ecological orientation. This study offers insight into differentiated marketing communication strategies for retailers depending on consumers’ goals—intrinsic or extrinsic—and implies the importance of the dynamic impact of each dimension of sustainability orientation on consumers’ sustainable fashion consumption choices.

Enhancing Freshman English Learning: A Study of Solo vs Collaborative Educational Gameplay Effects on Achievement and Motivation

This research compared the effects of solo and collaborative gameplay formats on learning achievement and motivation among freshmen English students. Sixty students were randomly assigned to play educational games either individually or in small groups over ten weeks. While both groups received similar instructional time, one played independently using individual devices, while the other played in small groups sharing a single device. A pre-test and post-test design was used, with a 20 multiple-choice exam assessing freshman English knowledge. A modified Motivated Strategies for Learning Questionnaire was also administered to measure five dimensions of motivation (intrinsic goal orientation, extrinsic goal orientation, task value beliefs, control beliefs, and self-efficacy for learning). Post-test scores were significantly higher for the collaborative gameplay group, suggesting team-based interaction enhanced learning. However, a MANOVA showed no significant differences between groups on any of the motivation dimensions measured. The findings demonstrate collaborative gameplay may boost achievement without compromising motivation when compared to solo gameplay.

Goal Setting and Goal Orientation as Predictors of Learning Satisfaction and Online Learning Behavior in Higher Education Blended Courses


 
 This study investigated how goal setting and goal orientation are related to student learning behavior and engagement in an online learning environment, and how learning behavior, goal setting, and goal orientation are related to student satisfaction with the course they are studying. A total of 882 students from 76 different courses participated in this study, which used both self-reported data from a questionnaire and indicators based on digital traces in an online learning environment. The results of multilevel regression analyses showed that student ability to set learning goals (i.e., goal setting) was positively related to both student learning satisfaction and student learning behavior. Intrinsic goal orientation positively predicted student satisfaction with the course. Extrinsic goal orientation did not show a significant effect in any of the observed relationships. The analyzed indicators of student learning behavior showed no statistically significant association with learning satisfaction. Possible explanations for these findings are discussed, and limitations and directions for future research are suggested.
 

Academic Motivation of Students Experiencing Person-Environment Misfit in Social Work Educational Settings: The Role of Social Dominance Orientation.

Interweaving social dominance, person-environment fit, and self-determination theories, the present study sought to understand whether the attrition between students' levels of social dominance orientation and the hierarchy-attenuating function of the social work faculty in which they study may influence students' academic motivational pathways. A total of 221 undergraduate social work students participated in the study and completed a self-report questionnaire. Participants' social dominance orientation, person-environment misfit, and academic intrinsic and extrinsic motivation were measured. Results indicated that students' social dominance orientation was associated with an external rather than an internal regulation of their academic motivation, mediated by their perceived person-environment misfit. For those students who personally support group-based inequalities, exposure to hierarchy-attenuating contexts would lead to regulating their academic behavior toward the pursuit of extrinsic (vs. intrinsic) goals, that is, studying to gain financial benefits and social prestige, in accordance with the pursuit of their beliefs of social dominance.

Students’ Motivation in Using Quizizz for Assessment

This research aims to analyze the level of students' motivation and the differences in motivation components between male and female students in the academic year 2021. The researcher used the questionnaire as the instrumentation. The researcher used totally sampling to choose the sample. The sample of this research consists of 96 students which are from English education and non-English education study program at Universitas Negeri Padang. In this study, the researcher use quantitative descriptive research as the research design. There were six subcomponents of motivation in this research i.e. intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and task anxiety. The findings of the data analysis showed that students have high motivation levels. Females have a higher motivation level than males. It is shown by the mean score and the standard deviation.

Supplemental Material for Does the Apple Fall Far From the Tree? A Meta-Analysis Linking Parental Factors to Children’s Intrinsic and Extrinsic Goals

Supplemental Material for Does the Apple Fall Far From the Tree? A Meta-Analysis Linking Parental Factors to Children’s Intrinsic and Extrinsic Goals

A Study on the Precision Effect of Blended Learning in English Teaching and Learning

Abstract Realizing personalized and precise teaching using traditional English methods is challenging. This paper proposes a blended precision teaching model that relies on student portraits, using technical methods to provide tailored learning resources for every student. A deep neural network is used to extract student features, and the k-means algorithm is used to construct a clustered portrait of students. Based on the student portraits, the similarity between student objects is calculated, and the collaborative filtering method is combined to achieve personalized recommendations for English learning resources. And the learning warning model is established by considering the ranking order relationship when predicting students’ English scores. Setting up the experimental class and the control class to analyze the effect of blended teaching precision, in terms of English scores, the average score of the experimental class is 6.06 points higher than that of the control class, with a significant P-value of less than 0.05, which shows a considerable difference. Its classroom teaching observation dimension score totaled 91.6, students’ classroom performance and teaching effect performed well, English literacy was improved, and the mean values of each satisfaction of emotional experience showed significant differences (P<0.05). The mean values of several dimensions of learning motivation were higher than those of the control class, with highly significant differences in the dimensions of extrinsic goal orientation, learning beliefs, and intrinsic goal orientation (P<0.01).

Use of motivational regulation strategies and its relations to motivational beliefs in a college English course context

While motivational regulation strategies (MRSs) both as a core facet of self-regulated learning and as a pedagogical issue have attracted increasing attention from researchers and practitioners, what motivational regulation strategies learners of English as a foreign language (EFL) or English as a second language (ESL) tend to use and how these strategies may be associated with learner motivational beliefs in English learning remain under-researched. To fill this research gap, this study aims to contribute to a holistic understanding of Chinese EFL students’ use of MRSs and its relations to English learning motivational beliefs. Data were collected from 638 non-English major undergraduate students through two self-report questionnaires in a College English Course context. Results showed that students reported high frequency use of performance-enhancement or interest-related strategies while reporting using other types of regulation strategies (e.g. performance-avoidance self-talk) to a lesser extent. Structural equation modeling (SEM) analyses suggested that among the four types of motivational beliefs investigated in this study, control of learning beliefs, intrinsic goal orientation, and extrinsic goal orientation were the top three most powerful predictors of the students’ use of MRSs in English learning. Pedagogical implications and directions for future research were also discussed.

Enhancing motivation and academic performance through gamified digital game-based learning methodology using the ARCS model

ABSTRACT This study assessed the effects of an educational intervention grounded in gamified game-based learning on attention, relevance, confidence, satisfaction, intrinsic and extrinsic motivation, as well as academic performance, utilizing the ARCS motivational design model. This study involved 384 undergraduates across three physical activity and sport sciences courses. The experimental group, consisting of 287 students, was further divided into competitive (n = 142) and noncompetitive (n = 145) subgroups, while the control group comprised 97 students. Data collection was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ), Instructional Materials Motivation Survey (IMMS), and academic performance assessments. The findings of this study revealed significant disparities in the ARCS dimensions between the intervention and control groups. The experimental groups displayed notably lower scores in attention, relevance, confidence, and satisfaction. The intervention had a significant impact on students’ perceptions of intrinsic goals and task value, and it exerted a moderate influence on extrinsic goals. No statistically significant impact on conceptual knowledge was observed. These findings suggest that integrating the gamified digital game-based learning (DGBL) approach with the ARCS model can effectively enhance students' motivation, academic performance, and practical knowledge in higher physical education.

Reviewing Learning Styles and Learning Motivation in Second Language Acquisition

Second language learners encounter particular difficulties as a result of the impact of technological advancement and globalization, which has always been a matter of concern with regard to second language acquisition. Due to these challenges, second language learners should raise their own proficiency and adaptability to provide learning guidance for future employment. This paper reviews the findings of learning styles and learning motivation in the field of second language acquisition. Learning styles have different effect on English as a Foreign Language (EFL) learners and learning motivation also influence their behaviors from extrinsic to intrinsic goals. Studies suggest that different learning styles perform well in different aspects of language studying. Intrinsic learners perform better than extrinsic learners. Within more learning styles, EFL students act more motivated in language learning and generally perform well in their academic achievement. Drawing from previous studies, the author proposes EFL learners should find their preferred learning styles and try their best to transfer their extrinsic goals to intrinsic goals in foreign language learning.

Motivation as a Key Determinant of Academic Achievement of Nursing Students

Background: Motivation empowers one to acquire knowledge and skills necessary for providing compassionate care. It inspires future nurses to overcome challenges, embrace continuous learning, and ultimately become dedicated healthcare professionals.
 Design: A descriptive cross-sectional survey study was conducted at the Skills Labs of the College of Health and Sport Sciences, University of Bahrain. 
 Methods: A convenient sample of 126 nursing students reported their motivation towards their academic learning anonymously through electronic form. 
 Results: Results indicated acceptable levels of intrinsic and extrinsic goal orientation (3.38±1.65 and 3.93±1.58), task value (3.94±1.50), control of learning beliefs (3.91±1.20), self-efficacy for learning and performance (3.68±1.63), and test anxiety (3.22±1.41).
 Conclusion: Academics can improve students’ motivation, academic achievement, and self-efficacy by implementing effective teaching strategies, encouraging goal-setting and self-monitoring techniques, reflection, providing resources and support for self-directed learning fostering collaboration, cultivating a supportive learning environment and teamwork among nursing students, and providing constructive feedback.

Intrinsic and Extrinsic Life Goals of University Students: Orientation and Role in Educational Success

Self-determination theory (Deci & Ryan, 2000) describes life goals as being intrinsic goals and extrinsic goals. The intrinsic goals include self-acceptance, affiliation, and community feeling; however, financial success, image, and popularity are extrinsic goals. The theory suggests that intrinsic goals are positively related to human functioning and wellbeing, while extrinsic goals are negatively related to it. Empirical studies conducted in developed and individualist societies support the theory. This study explores these life goals of university students in a developing and collectivist society of Pakistan. The study also investigates the relationship of these goals with critical thinking skills and academic achievement of the students. The data was collected from 193 male and female students, aged above 18 at a public sector university in Karachi. It was a survey and the study used self-administered questionnaires on demographics, intrinsic and extrinsic life goals, critical thinking skills, and academic achievement. The analysis revealed that students’ intrinsic goals were significantly higher than their extrinsic goals. Also, it was found that intrinsic goals were significantly positively linked to their critical thinking, and extrinsic goals were significantly positively linked to their achievement. The findings conclude that university students are more intrinsically oriented than they are extrinsically oriented. Also, extrinsic goals may not undermine students’ educational success in developing and/or collectivist cultures. Therefore, it is recommended that students' extrinsic goals may not be condemned by the teachers, parents and society. There is a need for more research into intrinsic and extrinsic life goals in various cultural and socioeconomic contexts.