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Advisor(s)
Abstract(s)
Investigating the relationships between student’s intrinsic (IM) and extrinsic motivation (EM) and their effects is
critical for offering a more complex perspective on which types of motivation promote optimal learning and
achievement.
The goal of this study was to analyse IM and EM as two independent forms of motivation or, alternatively, as
two opposite poles of a continuum ranging from a poor (extrinsic) to a good (intrinsic) form of motivation.
Participants were 200 students, who were longitudinally assessed along elementary school using separate
measures of IM and EM, and academic of achievement.
Results supported that IM and EM can coexist and are not contradictory. Whereas IM was steadily associated to
better achievement, a negative relationship emerged between EM and student’s achievement by the end of
elementary school.
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Citation
Lemos, M. S., Veríssimo, L. (2014). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. 4th International Conference on Education & Educational Psychology 2013 (ICEEPSY 2013), Antalya, Turkey, 2-5 October 2013. Procedia - Social and Behavioral Sciences, 112, 930-938
Publisher
Elsevier