Academic journal article Childhood Education

Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates

Academic journal article Childhood Education

Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates

Article excerpt

INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS IN THE CLASSROOM: Age Differences and Academic Correlates. Corpus, J., Lepper, M., & Iyengar, S., Journal of Educational Psychology, 2005, 97(2), 184-195. Studies in the field of educational psychology have shown a positive correlation between intrinsic motivation and academic achievement. This study used a diverse sample of 797 children who were between 3rd and 8th grade. In all six grade levels, the correlation between intrinsic motivation and grade point average was positive; however, the correlation between extrinsic motivation and GPA was negative, with one exception--the 3rd-grade sample. Intrinsic motivation and standardized test scores were both positively correlated; however, extrinsic motivation and standardized test scores proved to be negatively correlated. Using the self-report scale of intrinsic versus extrinsic orientation in the classroom, developed by Susan Harter, researchers have found a significant and progressive decline in intrinsic motivation across the elementary and middle school years. This is not surprising, given the excessive use of extrinsic incentives in many American classrooms and the escalating importance attached to grades and test scores in American schools. …

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