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Do Both Intrinsic and Identified Motivations Have Long-Term Effects?
Yuan Liu1, Kit-Tai Hau2, Xin Zheng1
1a Southwest University.
The Journal of Psychology
|January 16, 2019
Summary
Intrinsic motivation positively impacts long-term academic performance, self-efficacy, and effort. Identified motivation
Area of Science:
- Educational Psychology
- Developmental Psychology
- Sociology of Education
Background:
- Autonomous motivation, encompassing intrinsic and identified motivation, is crucial for student engagement.
- Understanding the long-term impact of different motivation types on educational trajectories is essential.
- Previous research often focused on short-term effects, necessitating longitudinal investigations.
Purpose of the Study:
- To investigate the long-term effects of autonomous motivation on educational outcomes.
- To differentiate the longitudinal influence of intrinsic versus identified motivation.
- To analyze these effects within the mathematics and science domains.
Main Methods:
- Utilized the High School Longitudinal Study 2009 (HSLS:09) dataset.
- Employed a three-wave cross-lagged panel model.
- Analyzed data from over 18,000 students in mathematics and science.
Main Results:
- Intrinsic motivation demonstrated sustained positive effects on academic performance, self-efficacy, identity, and course effort.
- Identified motivation showed context-dependent effects and less durable long-term impacts.
- While identified motivation offers immediate benefits, its influence appears transient in educational settings.
Conclusions:
- Intrinsic motivation is a robust predictor of enduring educational success.
- Identified motivation's long-term efficacy is questionable, suggesting a need for context-specific motivational strategies.
- Educational interventions should prioritize fostering intrinsic motivation for sustained student development.
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