Intrinsic Motivation and Self-Determination in Human Behavior
About: This article is published in Contemporary Sociology.The article was published on 1988-03-01. It has received 15849 citations till now. The article focuses on the topics: Goal theory & Overjustification effect.
Citations
More filters
TL;DR: The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement as mentioned in this paper, and it is presumed to be malleable, responsive to contextual features, and amenable to environmental change.
Abstract: The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions
7,641 citations
TL;DR: This paper provided a conceptual analysis of feedback and reviewed the evidence related to its impact on learning and achievement, and suggested ways in which feedback can be used to enhance its effectiveness in classrooms.
Abstract: Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
7,222 citations
TL;DR: In this paper, a model is tested in which burnout and engagement have different predictors and different possible consequences, showing that burnout is mainly predicted by job demands but also by lack of job resources, whereas engagement is exclusively predicted by available job resources.
Abstract: This study focuses on burnout and its positive antipode—engagement. A model is tested in which burnout and engagement have different predictors and different possible consequences. Structural equation modeling was used to simultaneously analyze data from four independent occupational samples (total N = 1698). Results confirm the hypothesized model indicating that: (1) burnout and engagement are negatively related, sharing between 10 per cent and 25 per cent of their variances; (2) burnout is mainly predicted by job demands but also by lack of job resources, whereas engagement is exclusively predicted by available job resources; (3) burnout is related to health problems as well as to turnover intention, whereas engagement is related only to the latter; (4) burnout mediates the relationship between job demands and health problems, whereas engagement mediates the relationship between job resources and turnover intention. The fact that burnout and engagement exhibit different patterns of possible causes and consequences implies that different intervention strategies should be used when burnout is to be reduced or engagement is to be enhanced. Copyright © 2004 John Wiley & Sons, Ltd.
7,068 citations
TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.
Abstract: This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other
6,050 citations
TL;DR: The authors describes self-determination theory as a theory of work motivation and shows its relevance to theories of organizational behavior, which has received widespread attention in the education, health care, and sport domains.
Abstract: Cognitive evaluation theory, which explains the effects of extrinsic motivators on intrinsic motivation, received some initial attention in the organizational literature. However, the simple dichotomy between intrinsic and extrinsic motivation made the theory difficult to apply to work settings. Differentiating extrinsic motivation into types that differ in their degree of autonomy led to self-determination theory, which has received widespread attention in the education, health care, and sport domains. This article describes self-determination theory as a theory of work motivation and shows its relevance to theories of organizational behavior. Copyright © 2005 John Wiley & Sons, Ltd.
5,816 citations