Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes

By Jennifer Henderlong Corpus, Megan S. McClintic-Gilbert, Amynta Hayenga. 2009

295 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/298f4f98276d90aba5fa1df815db31d9653a7f7c

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Dangerous mindsets: How beliefs about intelligence predict motivational change (2011, methodology): “…of students representing different patterns of change, which is an important complement to the dominant approach of averaging levels of intrinsic motivation across grade levels within a sample (e.g., Corpus et al., 2009; Gottfried et al., 2001; Harter, 1981; Lepper et al., 2005; Otis et al., 2005).”
The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “On the one hand, researchers have argued that extrinsically motivated students tend to focus only on performance outcomes, therefore they may be distracted from the learning process and as a consequence their achievement deteriorates (Chiu & Xihua, 2008; Corpus et al., 2009).”
Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, background): “, 1999; Harter, 1981), while the decreasing trend of autonomous motivation is in line with other distinct theoretical traditions regarding intrinsic motivation (Bouffard et al., 2003; Corpus et al., 2009; Eccles, Wigfield, & Schiefele, 1998; Harter, 1981; Otis et al., 2005).”
How Motivation Influences Student Engagement: A Qualitative Case Study. (2012, background): “These studies demonstrate that there is a positive correlation between intrinsic motivation and academic achievement (Corpus et al., 2009; Law, Elliot, & Murayama, 2012; Lee, McInerney, Liem, & Ortiga, 2010; Lepper, Corpus & Iyenger, 2005).”
Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12 (2010, background): “However, such findings need to be interpreted while keeping in mind that the relationship between achievement and motivation is reciprocal (Corpus et al., 2009; Marsh et al., 1999, 2005; Nurmi & Aunola, 2005).”
Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis (2014, methodology): “This movement toward primarily intrinsic motivation is somewhat surprising given the clear shift toward primarily extrinsic motivation over time among middle school students (Hayenga & Corpus, 2010) and the general pattern of declining intrinsic motivation shown in the original variable-centered inv”