Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates

By M. Lepper, Jennifer Henderlong Corpus, Sheena Iyengar. 2005

1,399 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/303690d9f6bedba68ba3bb27bd40112b8e83cb6f

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis (2014, background): “Although the benefits of intrinsic motivation in elementary school have long been documented (Boggiano, 1998; Gottfried, 1985; Lepper et al., 2005; Miserandino, 1996; Otis et al, 2005; Ryan & Connell, 1989), it is less clear how accompanying levels of extrinsic motivation would affect academic…”
Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, background): “Outside the domain of reading, children's intrinsic motivation has been found to be positively correlated with general academic performance, whereas their extrinsic motivation has been found to be negatively correlated (Lepper, Henderlong Corpus, and Iyengar 2005 ).”
Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement (2014, background): “Furthermore, this study provides mixed support for Lepper et al. (2005), which found that intrinsic motivation is positively associated with academic achievement, whereas extrinsic motivation is negatively related to achievement.”
Self‐construal and students’ math self‐concept, anxiety and achievement: An examination of achievement goals as mediators (2014, background): “For example, Lepper, Corpus, and Iyengar (2005) reported that there was a positive correlation between intrinsic motivation and the desire for pleasing teachers for Asian students, but a negative correlation for Caucasians.”
A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation (2014, result): “Our result regarding intrinsic motivation is also surprising given that this type of motivation has been repeatedly shown to decrease as children move into higher grades (Lepper et al., 2005; Otis et al., 2005; Ratelle et al., 2005; Wigfield & Eccles, 2002).”
Intervention integrating physical activity with math: Math performance, perceived competence, and need satisfaction† (2017, background): “This is an intriguing finding considering the well-established decline in academic motivation observed during the preadolescent years (Cox, Smith, & Williams, 2008; Lepper et al., 2005).”
Primary and secondary students motivation in learning English: Grade and gender differences (2011, background): “In terms of grade differences, the results are consistent with previous research suggesting that students tend to have lower motivation at higher levels of schooling (e.g., Anderman et al., 1999; Lepper et al., 2005; Marsh et al., 1998; Midgley & Edelin, 1998; Murphy & Alexander, 2000; Watt, 2008; Y”
Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school (2010, methodology): “Although previous research on intrinsic and extrinsic motivations has primarily used a domain-general approach (e.g., Lepper et al. 2005; Murphy and Alexander 2000), there is some evidence that children show different patterns of motivation across content areas in person-centered research (Nurmi a”
Dangerous mindsets: How beliefs about intelligence predict motivational change (2011, methodology): “Finally, we expected that decliners would be less academically successful than maintainers given the previously documented relationship between academic achievement and both theories of intelligence (Blackwell et al., 2007) and intrinsic motivation (e.g., Gottfried, 1985; Lepper et al., 2005).”
A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation. (2009, background): “A large body of literature documents significant relationships between academic motivation and achievement, both within populations in the United States and internationally (e.g., A. E. Gottfried, 1985, 1990; A. E. Gottfried, Fleming, & Gottfried, 1994; A. E. Gottfried et al., 2007; Lepper et al., 2”