The Influence of Instrumentality Beliefs on Intrinsic Motivation: A Study of High-Achieving Adolescents

Journal of Advanced Academics

Volumn 21, Issue 3, 2010, Pages 470-498

  Kover, David J ^a   Worrell, Frank C ^b  

^a San Francisco Unified School District   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84857486403     PISSN: 1932202X     EISSN: 21629536     Source Type: Journal    
DOI: 10.1177/1932202X1002100305     Document Type: Article

References (38)

1. Bentler P. M., (2005). EQS 6 structural equations program manual. Encino, CA: Multivariate Software
2. Berger J., (2006, October 13). Demoting advanced placement. The New York Times, p. B7
3. Byrne B. M., (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum
4. Byrne B. M., (2006). Structural equation modeling with EQS: Basic concepts, applications, and programming (2nd ed.). Mahwah, NJ: Lawrence Erlbaum
5. Covington M. V., Mueller K. J., (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational Psychology Review, 13, 157–176
6. Dai D. Y., Moon S. M., Feldhusen J. F., (1998). Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist, 33, 45–63
7. DeCharms R., (1968). Personal causation: The internal affective determinants of behavior. New York, NY: Academic Press
8. Deci E. L., (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115
9. 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
10. Deci E. L., Ryan R. M., (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press
11. Dweck C. S., Leggett E. L., (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273
12. Eccles J., Wigfield A., Schiefele U., (1998). Motivation to succeed. In Eisenberg N., (Ed.), Handbook of child psychology: Social, emotional, and personality development (5th ed., Vol. 3., pp. 1017–1095). Hoboken, NJ: John Wiley & Sons
13. Eisenberger R., Cameron J., (1996). Detrimental effects of reward: Reality or myth? Journal of the American Psychological Association, 51, 1153–1166
14. Hair J. F., Jr. Anderson R. E., Tatham R. L., Black W. C., (1995). Multivariate data analysis with readings (4th ed.). Englewood Cliffs, NJ: Prentice Hall
15. Harackiewicz J. M., Abrahams S., Wageman R., (1987). Performance evaluation and intrinsic motivation: The effects of evaluative focus, rewards, and achievement orientation. Journal of Personality and Social Psychology, 53, 1015–1023
16. Harackiewicz J. M., Manderlink G., (1984). A process analysis of the effects of performance-contingent rewards on intrinsic motivation. Journal of Experimental Social Psychology, 20, 531–551
17. Harackiewicz J. M., Sansone C., (2000). Rewarding competence: The importance of goals in the study of intrinsic motivation. In Sansone C., Harackiewicz J. M., (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 79–103). New York, NY: Academic Press
18. Hu L., Bentler P. M., (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424–453
19. Husman J., Derryberry W. P., Crowson H. M., Lomax R., (2004). Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence. Contemporary Educational Psychology, 29, 63–76
20. Husman J., Lens W., (1999). The role of the future in student motivation. Educational Psychologist, 34, 113–125
21. Iyengar S. S., Lepper M. R., (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349–366
22. Lepper M. R., Greene D., Nisbett R. E., (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the “over-justification” hypothesis. Journal of Personality and Social Psychology, 28, 129–137
23. Levine M., (2006). The price of privilege: How parental pressure and material advantage are creating a generation of disconnected and unhappy kids. New York, NY: Harper Collins
24. Lens W., Decruyenaere M., (1991). Motivation and de-motivation in secondary education: Student characteristics. Learning and Instruction, 1, 145–159
25. MacCallum R. C., Browne M. W., Sugawara H. M., (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149
26. Malka A., Covington M. V., (2005). Perceiving school performance as instrumental to future goal attainment: Effects on graded performance. Contemporary Educational Psychology, 30, 60–80
27. Mickelson R. A., (1990). The attitude-achievement paradox among Black adolescents. Sociology of Education, 63, 44–61
28. Miller R. B., DeBacker T. K., Greene B. A., (1999). Perceived instrumentality and academics: The link to task valuing. Journal of Instructional Psychology, 26, 250–260
29. Robbins A., (2006). The overachievers: The secret lives of driven kids. New York, NY: Hyperion
30. Rummel A., Feinberg R., (1988). Cognitive evaluation theory: A meta-analytic review of the literature. Social Behavior and Personality, 16, 147–164
31. Ryan R. M., Deci E. L., (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78
32. Ryan R. M., Deci E. L., (2000b). When rewards compete with nature: The undermining of intrinsic motivation and self-regulation. In Sansone C., Harackiewicz J. M., (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 13–54). New York, NY: Academic Press
33. Ryan R. M., Sheldon K. M., Kasser T., Deci E. L., (1996). All goals are not created equal: An organismic perspective on the nature of goals and their regulation. In Gollwitzer P. M., Bragh J. A., (Eds.), The psychology of action: Linking cognition and motivation to behavior (pp. 7–26). New York, NY: Guilford Press
34. Satorra A., Bentler P. M., (1994). Corrections to test statistics and standard errors on covariance structure analysis. In von Eye A., Clogg C. C., (Eds.), Latent variables analysis (pp. 399–419). Thousand Oaks, CA: Sage
35. Simons J., DeWitte S., Lens W., (2000). Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation. British Journal of Psychology, 91, 335–351
36. Tang S., Hall V. C., (1995). The overjustification effect: A metaanalysis. Applied Cognitive Psychology, 9, 365–404
37. White R. W., (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–333
38. Worrell F. C., Schaefer B. A., (2004). Reliability and validity of Learning Behaviors Scale (LBS) scores with academically talented students: A comparative perspective. Gifted Child Quarterly, 48, 287–308