Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement

In English : This literature review provides an overview of education studies that have been guided by self-determination theory (SDT). First, the authors examine studies that have assessed motivation based on SDT. Second, the authors detail research that has focussed on the linkages between motivation types and students' behavioural, affective, and cognitive outcomes. Third, the authors present studies on how learning contexts (parents, teachers) contribute to students' motivational resources. The authors conclude that the motivation types proposed by SDT are important for understanding how students thrive and succeed at school. The authors also highlight the significant role played by teachers and parents in the development of student motivation. The authors conclude with a summary of the benefits of self-motivation for learning and offer some recommendations for the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) Resume en francais (langue de l'article en anglais) : Le present article procure une vue d'ensemble des etudes sur l'education qui ont ete guidees par la theorie de l'autodetermination. En premier lieu, nous examinons les etudes qui ont evalue la motivation fondee sur la theorie de l'autodetermination. Nous expliquons ensuite la recherche portant sur les liens existant entre les types de motivation et les resultats des etudiants en matiere de comportement et de composantes affectives et cognitives. Nous presentons aussi les etudes sur les contextes d'apprentissage (parents, enseignants) qui contribuent aux ressources motivationnelles des etudiants. Nous en deduisons que les types de motivation proposes par la theorie de l'autodetermination permettent de comprendre les elements qui permettent aux etudiants de se demarquer et de reussir en milieu scolaire. Nous mettons aussi en relief le role important que jouent les enseignants et les parents dans le developpement de la motivation de l'eudiant. En conclusion, nous presentons un resume des bienfaits de l'automotivation dans le cadre de l'apprentissage et offrons quelques recommandations pertinentes au domaine en question. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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Optimal learning in optimal contexts: The role of self-determination in education

http://www.mapageweb.umontreal.ca/mageaug/Articles/Taylor%20et%20al%202014.pdf

A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation

The literature suggests that gamified learning interventions may increase student engagement and enhance learning. We empirically investigate this by exploring the impact of intrinsic and extrinsic motivation on the participation and performance of over 100 undergraduate students in an online gamified learning intervention. The paper makes a number of contributions. First, by synthesizing the literature the central concepts required for a learning intervention to be considered gamified are mapped and the development of an online gamified learning intervention is described. Second, the effect of gamification on learning outcomes is examined using a pre- and post-intervention survey. We find that gamified learning interventions have a positive impact on student learning. Third, our results show that while generally positive, the impact of gamified intervention*ns on student participation varies depending on whether the student is motivated intrinsically or extrinsically. These findings will be of practical ...

Gamification and student motivation

More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to the culture of the host-institute. Several researchers argue that studies on adaptation of international students should widen its focus to the underlying mechanisms that leads towards this “misalignment”. In a cross-institutional comparison among 958 students at five business schools in the Netherlands, differences in academic performance between local and international students were identified by focussing on their levels of academic and social integration. Students’ academic integration was measured with the Students’ Adaptation to College Questionnaire (SACQ), while students’ social integration was measured with a newly developed and validated questionnaire. The results indicate that the degree of academic success of international students is multi-faceted. International students with a (mixed) western ethnic background perform well on both academic and social integration, and also attained higher study-performance in comparison to domestic students. In contrast, international students with a non-Western background are less integrated compared to other international students. Nevertheless, they have a similar study-performance. Finally, academic adjustment is the main predictor of study-performance for Dutch, Western and Mixed-Western students. Social adjustment was negatively related to study-performance. The lack of fit for predicting long-term study success of non-Western students indicates that their academic and social integration processes are more complex and non-linear.

/pdf/understanding-academic-performance-of-international-students-2ooleoslu6.pdf

Understanding academic performance of international students: The role of ethnicity, academic and social integration

The authors examine the factor structure of the Academic Motivation Scale (AMS; R. J. Vallerand, L. G. Pelletier, M. R. Blais, N. M. Briere, C. Senecal, & E. F. Vallieres, 1992) with a United State...

A Psychometric Investigation of the Academic Motivation Scale Using a United States Sample.

The purpose of this study was to relate the impostor phenomenon (IP) to the Five-factor model of personality. A sample of 190 college students (79 men, 111 women) completed the Clance Impostor Phenomenon Scale (Clance, 1985), the Perceived Fradulence Scale (Kolligian & Sternberg, 1991), and the NEO-Personality Inventory-Revised (Costa & McCrae, 1992). Results of correlational and regression analyses support the predicted relations of imposter measures with high Neuroticism and low Conscientiousness. Facet-level correlations showed that depression and anxiety were particularly important characteristics of those with imposter feelings as well as low self-discipline and perceived competence. Implications for treatment and future research on the IP are discussed.

Naijean S Bernard

Papers

A Psychometric Investigation of the Academic Motivation Scale Using a United States Sample.

Applying the big five personality factors to the impostor phenomenon.