Intrinsic Versus Extrinsic Motivation in Schools

By M. Covington. 2000

90 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/19686db770241974c7c6e739f2136fa3cc85ae60

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Maï Yasué
2. Susan J. Ashford
3. Kelsey Chamberlin
4. Adam M. Grant
5. Iris Chiang

In Experimental and Cognitive Psychology

1. Samir Nurmohamed
2. Kathryn Dekas
3. Maï Yasué
4. Susan J. Ashford
5. Kelsey Chamberlin
6. Adam M. Grant
7. Iris Chiang

In Social Psychology

1. Adam M. Grant
2. Susan J. Ashford
3. Sharon K. Parker
4. Kathryn Dekas
5. Samir Nurmohamed
6. Maï Yasué
7. Kelsey Chamberlin
8. Iris Chiang

Citations in the corpus

• The performance implications of ambivalent initiative: The interplay of autonomous and controlled motivations (2011, background): “Self-determination theory provides a parsimonious (Deci, Koestner, & Ryan, 1999)—albeit controversial (Covington, 2000; Eisenberger, Rhoades, & Cameron, 1999; Hulin, 1991)—framework for understanding the reasons that underlie motivated behavior.”
• The impact of grades on student motivation (2018, result): “These results extend the work conducted on grades and motivation and demonstrate that even though undergraduate students may have greater autonomy in their education, as with school pupils (Covington, 2000; Pulfrey et al., 2013), grades can still adversely affect autonomous academic motivation.”