文章基本信息

标题：The Relationships between Intrinsic Motivation, Extrinsic Motivation, and Achievement, Along Elementary School
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作者：Marina S. Lemos ; Marina S. Lemos ; Lurdes Veríssimo 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2014
卷号：112
页码：930-938
DOI：10.1016/j.sbspro.2014.01.1251
语种：English
出版社：Elsevier
摘要：AbstractInvestigating 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 apoor(extrinsic) to agood(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.Resultssupported 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.
关键词：intrinsic motivation;extrinsic motivation;elementary school;academic achievement