THE EFFECT OF ACADEMIC MOTIVATION ON ACHIEVEMENT: A ROLE OF ACADEMIC ACTIVITY
Abstract
The study focuses on the effect of academic motivation on achievement. Theoretical framework of the research is self-determination theory, which distinguishes several types of motivation and specifies relation between motivation and cognitive, behavioral outcomes. The database used in the study was collected in two waves of longitudinal project among undergraduate students enrolled in 2014 at six majors. Mediation analysis shows that academic motivation (general and situational) has indirect impact on achievement. Academic activity is mediator, which mediates effect of academic motivation on achievement. Students with more self-determined profile, who are engaged in learning activity for interest and pleasure, participate in active form of learning and get higher grade compared to students with less self-determined profile, who are guided by external stimuli.
About the Author
Tatiana V. Semenova
Center of Sociology of Higher Education at Institute of Education of National Research University Higher School of Economics (HSE)
Russian Federation
Russian Federation
References
1. Komarraju, M., Karau, S.J., Schmeck, R.R. (2009). Role of the Big Five Personality Traits in Predicting College Students’ Academic Motivation and Achievement. Learning and Individual Differences. Vol. 19. No.1, pp. 47 52.
2. Pintrich, P.R., De Groot, E.V. (1990). Motivational and Self Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology. Vol. 82. No.1, pp. 33 40.
3. 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. Vol. 97. No. 2, pp. 184 196.
4. Vallerand, R.J., Bissonnette, R. (1992). Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study. Journal of Personality. Vol. 60. No. 3, pp. 599 620.
5. Duckworth, A.L., Seligman, M.E.P. (2005). Self Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science. Vol. 16. No. 12, pp. 939 944.
6. Gordeeva, T.O., Sychov, O.A. (2012). [Internal Sources of Persistence and Its Role in Academic Activity]. Psikhologiya obycheniya [Psychology of Studying]. No. 1, pp. 33 48. (In Russ.)
7. Semenova, T.V. (2015). [Theoretical and Methodological Approaches to Wards Studying the Academic Motivation: Comprehensive Vision]. Monitoring obshestvennogo mnenia: ekonomicheskie i sotsial’nye peremeny [Monitoring of Public Opinion: Economic and Social Changes]. No. 6, pp. 185 194. (In Russ., abstract in Eng.)
8. Ryan, R.M., Deci, E.L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology. Vol. 25. No.1, pp. 54 67.
9. Deci, E.L., Vallerand, R.J., Pelletier, L.G., Ryan, R.M. (1991). Motivation and Education: The Self Determination Perspective. Educational Psychologist. Vol. 26. No. 3 4, pp. 325 346.
10. Goldberg, M.D., Cornell, D.G. (1998). The Influence of Intrinsic Motivation and Self Concept on Academic Achievement in Second and Third Grade Students. Journal for the Education of the Gifted. Vol. 21. No.2, pp. 179 205.
11. Mitchell Jr. J.V. (1992). Interrelationships and Predictive Efficacy for Indices of Intrinsic, Extrinsic, and Self Assessed Motivation for Learning. Journal of Research and Development in Education. Vol. 25. No. 3, pp. 149 155.
12. Deci, E.L., Koestner, R., Ryan, R.M. (1998). Extrinsic Rewards and Intrinsic Motivation: Clear and Reliable Effects. Unpublished manuscript, University of Rochester.
13. Maloshonok, N., Semenova, T., Terentyev, E. (2015). [Academic Motivation Among Russian University Students: Speculative Insights]. Voprosy obrazovania [Educational Studies]. No. 3, pp. 92 121. (In Russ., abstract in Eng.)
14. Jang, H., Kim, E.J., Reeve, J. (2012). Longitudinal Test of Self Determination Theory’s Motivation Mediation Model in a Naturally Occurring Classroom Context. Journal of Educational Psychology. Vol. 104. No. 4, pp. 1175 1188.
15. Greene, B.A. Miller, R.B., Crowson, H.M., Duke, B.L., Akey, K.L. (2004). Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classroom Perceptions and Motivation. Contemporary Educational Psychology. Vol. 29. No. 4, pp. 462 482.
16. Maloshonok, N., Semenova, T., Terentyev, E. (2016). [The Effect of Self Selection in Forming the Online Panel: the Experience of the First Year of Longitudinal Study of HSE Students]. Onlainissledovania v Rossii: tendentsii i perspektivi [Online Research in Russia: Trends and Perspective]. Moscow: Online market intelligence Publ., pp. 237 266. (In Russ.)
17. MacKinnon, D.P. (2008). Introduction to Statistical Mediation Analysis. New York: Erlbaum.
18. Vallerand, R.J., Pelletier, L.G., Blais, M.R., Briere, N.M., Senecal, C., Vallieres, E.F. (1992). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education. Educational and Psychological Measurement. Vol. 52. No. 4, pp. 1003 1017.
19. Vallerand, R.J., Pelletier, L.G., Blais, M.R., Briиre, N.M., Senecal, C., Vallieres, E.F. (1993). On the Assessment of Intrinsic, Extrinsic, and Amotivation in Education: Evidence on the Concurrent and Construct Validity of the Academic Motivation Scale. Educational and Psychological Measurement. Vol. 53. No. 1, pp. 159 172.
20. Gordeeva, T.O., Sychev, O.A., Osin, E.N. (2014). [“Academic Motivation Scales” Questionnaire]. Psikhologicheskii zhurnal [Psychological Journal]. No. 4, pp. 96 107. (In Russ., abstract in Eng.).
21. Grolnick, W.S., Ryan, R.M. (1987). Autonomy in Children’s Learning: an Experimental and Individual Difference Investigation. Journal of Personality and Social Psychology. Vol. 52. No. 5, pp. 890 898.
22. 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. Vol. 57. No. 5, pp. 749 761.
23. Gordeeva, T.O., Shepeleva, E.A. (2011). [Intrinsic and Extrinsic Academic Motivation of Academically Successful Students]. Vestnik Moskovskogo universiteta [The Moscow University Herald]. Series 14: Psychology. No. 3, pp. 33 45.
24. Terman, L.M., Oden, M.H. (1967). The Gifted Group at Mid Life: Thirty Five Years’ Follow Up of the Superior Child. Genetic Studies of Genius. Stanford University Press.
Review
Views:
609
Email this article 