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Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
Copyright policy )Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
Background. There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches.Aims. This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self‐determination theory. First, we tested whether children self‐report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self‐report differentiated types of motivation across school subjects.Sample. Participants were 425 French‐Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178).Results. Results show that, for a given school subject, young elementary students self‐report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self‐report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed.Conclusion. These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.
- University of Oxford United Kingdom
- Australian Catholic University Australia
- Université Laval Canada
- University of Geneva Switzerland
Medical Subject Headings: education
Microsoft Academic Graph classification: Academic achievement Developmental psychology Intrinsic motivation Age differences Institutional repository Learning motivation El Niño School subjects Correlation analysis Psychology
Dewey Decimal Classification: ddc:150
Male, Writing, Statistics as Topic, Education, Surveys and Questionnaires, Developmental and Educational Psychology, Humans, Learning, Child, Students, Internal-External Control, Motivation, Quebec, Self Concept, Reading, Female, Mathematics
Male, Writing, Statistics as Topic, Education, Surveys and Questionnaires, Developmental and Educational Psychology, Humans, Learning, Child, Students, Internal-External Control, Motivation, Quebec, Self Concept, Reading, Female, Mathematics
Medical Subject Headings: education
Microsoft Academic Graph classification: Academic achievement Developmental psychology Intrinsic motivation Age differences Institutional repository Learning motivation El Niño School subjects Correlation analysis Psychology
Dewey Decimal Classification: ddc:150
citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).229 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Top 1% influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Top 1% impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Top 10% citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).229 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Top 1% influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Top 1% impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Top 10%
Citations provided by BIP!Popularity provided by BIP!- University of Oxford United Kingdom
- Australian Catholic University Australia
- Université Laval Canada
- University of Geneva Switzerland
Background. There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches.Aims. This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self‐determination theory. First, we tested whether children self‐report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self‐report differentiated types of motivation across school subjects.Sample. Participants were 425 French‐Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178).Results. Results show that, for a given school subject, young elementary students self‐report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self‐report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed.Conclusion. These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.