Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school

Motivation and Emotion

Volumn 34, Issue 4, 2010, Pages 371-383

  Hayenga, Amynta O ^a   Corpus, Jennifer Henderlong ^a  

^a REED COLLEGE   (United States)

Author keywords

Academic achievement; Cluster analysis; Extrinsic motivation; Intrinsic motivation; Motivational change

Indexed keywords

EID: 78649641358     PISSN: 01467239     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11031-010-9181-x     Document Type: Article

References (66)

1. Aldenderfer, M. S., & Blashfield, R. K. (1984). Cluster analysis. Newbury Park, CA: Sage Publications.
2. Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
3. Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22, 269-298.
4. Asendorpf, J. B., Borkenau, P., Ostendorf, F., & van Aken, M. A. G. (2001). Carving personality at its joints: Confirmation of three replicable personality prototypes for both children and adults. European Journal of Personality, 15, 169-198.
5. Bergman, L. R. (1998). A pattern-oriented approach to studying individual development: Snapshots and processes. In R. B. Cairns, L. R. Bergman, & J. Kagan (Eds.), Methods and models for studying the individual (pp. 83-122). Thousand Oaks, CA: Sage.
6. Bergman, L. R., & El-Khouri, B. M. (1999). Studying individual patterns of development using i-states as objects analysis (ISOA). Biometric Journal, 41, 753-770.
7. Boggiano, A. K. (1998). Maladaptive achievement patterns: A test of a diathesis-stress analysis of helplessness. Journal of Personality and Social Psychology, 74, 1681-1695.
8. Boiche, J. C. S., Sarrazin, P. G., Grouzet, F. M. E., Pelletier, L. G., & Chanal, J. P. (2008). Students' motivational profiles and achievement outcomes in physical education: A self-determination perspective. Journal of Educational Psychology, 100, 688-701.
9. Bong, M. (2005). Within-grade changes in Korean girls' motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology, 97, 656-672.
10. Bouffard, T., Marcoux, M.-F., Vezeau, C., & Bordeleau, L. (2003). Changes in self-perceptions of competence and intrinsic motivation among elementary schoolchildren. British Journal of Educational Psychology, 73, 171-186.
11. Braten, I., & Olaussen, B. S. (2005). Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology, 30, 359-396.
12. Breckenridge, J. N. (2000). Validating cluster analysis: Consistent replication and symmetry. Multivariate Behavioral Research, 35, 261-285.
13. Burton, K. D., Lydon, J. E., D'Alessandro, D. U., & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91, 750-762.
14. Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43-54.
15. Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. (2009). Within-year changes in children's intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34, 154-166.
16. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
17. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
18. Deci, E. L., & Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
19. Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (5th ed., Vol. 3, pp. 1017-1095). NY: Wiley.
20. Eccles, J. S. (2005). Studying the development of learning and task motivation. Learning and Instruction, 15, 161-171.
21. Eccles, J. S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education (Volume 3: Goals and cognition) (pp. 139-186). Orlando, FL: Academic Press.
22. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., et al. (1993). The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48, 90-101.
23. Elliot, A., & McGregor, H. (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
24. Gillet, N., Vallerand, R. J., & Rosnet, E. (2009). Motivational clusters and performance in a real-life setting. Motivation and Emotion, 33, 49-62.
25. Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77, 631-645.
26. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3-13.
27. Guay, F., Boggiano, A. K., & Vallerand, R. J. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650.
28. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and achievement over time. Journal of Educational Psychology, 92, 316-330.
29. Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300-312.
30. Harter, S. (1992). The relationship between perceived competence, affect, and motivational orientation within the classroom: Processes and patterns of change. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social developmental perspective (pp. 77-119). New York: Cambridge University Press.
31. Harter, S., Whitesell, N. R., & Kowalski, P. (1992). Individual differences in the effects of educational transitions on young adolescents' perceptions of competence and motivational orientation. American Educational Research Journal, 29, 777-807.
32. Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184-196.
33. Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis. Journal of Personality and Social Psychology, 28, 129-137.
34. Lepper, M. R., & Henderlong, J. (2000). Turning "play" into "work" and "work" into "play": 25 years of research on intrinsic and extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257-307). San Diego, CA: Academic Press.
35. Lin, Y. G., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences, 13, 251-258.
36. Liu, W. C., Wang, C. K. J., Tan, O. S., Koh, C., & Ee, J. (2009). A self-determination approach to understanding students' motivation in project work. Learning and Individual Differences, 19, 139-145.
37. Maxwell, S. E., & Delaney, H. D. (1993). Bivariate median splits and spurious statistical significance. Psychological Bulletin, 113, 181-190.
38. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
39. Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590.
40. Meece, J. L., & Miller, S. D. (2001). A longitudinal analysis of elementary school students' achievement goals in literacy activities. Contemporary Educational Psychology, 26, 454-480.
41. Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
42. Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.
43. Muthen, B., & Muthen, L. K. (2000). Integrating person-centered and variable-centered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism, Clinical and Experimental Research, 24, 882-891.
44. Ntoumanis, N., Barkoukis, V., & Thogersen-Ntoumani, C. (2009). Developmental trajectories of motivation in physical education: Course, demographic differences, and antecedents. Journal of Educational Psychology, 101, 717-728.
45. Nurmi, J., & Aunola, K. (2005). Task-motivation during the first school years: A person-oriented approach to longitudinal data. Learning and Instruction, 15, 103-122.
46. Otis, N., Grouzet, F. M. E., & Pelletier, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170-183.
47. Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.
48. Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
49. Ratelle, C. F., Guay, F., Larose, S., & Senécal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743-754.
50. Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734-746.
51. Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321-352.
52. Roeser, R. W., & Galloway, M. G. (2002). Studying motivation to learn in early adolescence: A holistic perspective. In T. Urdan & F. Pajares (Eds.), Academic motivation of adolescents: Adolescence and education (pp. 331-372). Greenwich, CT: Information Age Publishing.
53. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
54. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
55. Ryan, M. R., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.
56. Ryan, R. M., Plant, R. W., & O'Malley, S. (1995). Initial motivations for alcohol treatment: Relations with patient characteristics, treatment involvement, and dropout. Addictive Behaviors, 20, 279-297.
57. Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence. Hawthorne, NY: de Gruyter.
58. Spinath, B., & Steinmayr, R. (2008). Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time? Child Development, 79, 1555-1569.
59. Twain, M. (1889). A Connecticut Yankee in King Arthur's court. New York: Harper and brothers.
60. Tzuriel, D. (1989). Development of motivational and cognitive-informational orientations from third to ninth grades. Journal of Applied Developmental Psychology, 10, 107-121.
61. Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671-688.
62. Vlachopoulos, S. P., Karageorghis, C. I., & Terry, P. C. (2000). Motivation profiles in sport: A self-determination theory perspective. Research Quarterly for Exercise and Sport, 71, 387-397.
63. Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 91-120). San Diego: Academic Press.
64. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.
65. Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.
66. Wong, E. H., Wiest, D. J., & Cusick, L. B. (2002). Perceptions of autonomy support, parent attachment, competence and self-worth as predictors of motivational orientation and academic achievement: An examination of sixth- and ninth-grade regular education students. Adolescence, 37, 255-266.