An Examination of Students’ Academic Motivation

Author(s):

Burcu SenlerSemra Sungur

Conference:

ECER 2010

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES F 07, Paper Session

Paper Session

Time:

2010-08-24

09:00-10:30

Room:

Sali 212 (NW 21), Aurora

Chair:

Lejf Moos

Contribution

Much research in the field of educational psychology has examined the concepts of intrinsic motivation and extrinsic motivation and their relation to academic outcomes (Fortier, Vallerand, & Guay, 1995; Guay, Boggianp & Vallerand, 2001, Pintrich & Schunk, 2004). In order to enhance student motivation which is highly related to their school performance, it is suggested that students should be provided with classroom environments where they are presented with challenging tasks with optimal level of difficulty and surprising or bizarre information invoking their curiosity. In addition, students should be able to feel that they have choice and control over their learning (Pintrich & Schunk, 2004; Ryan & Deci, 2000). Supporting this idea, Vallerand et al., 1993 found a positive relationship between intrinsic motivation and perceived classroom environments supporting autonomy and competence. In line with the related theory and literature, the present study aims at examining the relationship among elementary students’ classroom environment perceptions in terms of challenge and threat, competence expectancies, motivation toward education, and achievement goals?

Method

Sample Participants are 397 elementary students in urban public schools. Instruments Academic Motivation Scale is a 28 item scale developed by Vallerand et al., (1993) to determine students’ motivation toward education. It consists of seven sub-scales assessing three types of intrinsic motivation, three types of extrinsic motivation, and amotivation The Achievement Goal Questionnaire is an instrument developed by Elliot and McGregor (2001) to assess students’ adoption achievement goals. The four types of achievement goals that include mastery approach, performance approach, mastery avoidance, and performance avoidance goals The Competence Expectancy Scale was developed by Elliot and Church (1997) to assess students’ competence expectancy The Challenge and Threat Construals (Elliot & Reis, 2003) were used to measure students’ classroom environment perceptions in terms of challenge and threat.

Expected Outcomes

Path analysis was conducted to investigate the relationship among students’ classroom environment perceptions, competence expectancies, motivation toward education, and achievement goals., Results showed that while higher levels of classroom threat perceptions were positively associated with external regulation, and introjected regulation , the threat perceptions were found to be negatively linked to identified regulation and amotivation. Additionally, it was found that classroom challenge perceptions were positively related to external regulation, introjected regulation, identified regulation.

References

Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72 , 218-232. Elliot, A.J., & McGregor, H.A. (2001). A 2X2 achievement goal framework. Journal of Personality and Social Psychology, 80 , 501-519. Elliot, A.J., & Reis, H.T. (2003). Attachment and exploration in adulthood. Journal of Personality and Social Psychology, 85, 317-331. Guay, F., Boggiano, A. K., Se Vallerand, R.J. (2001). Autonomy support, motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650. Fortier, M. S., Vallerand, R.J., Sc Guay, F. ( 1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brie`re, N. M., Senecal, C. B.,& Vallieres, E.F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and constructvalidity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159–172.

Author Information

Burcu Senler

Mugla University

Ankara

Semra Sungur

Middle East Technical University, Turkey

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