Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance

By S. Baker. 2004

329 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/44b269c8a82113ca7f9a9505fdb88558a6c719b7

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Secondary school students' engagement profiles and their relationship with academic adjustment and achievement in university (2017, background): “Furthermore, the chances of university success appear dependent mainly on the transition from secondary to higher education (Baker, 2004).”
The relationship between motivation, learning approaches, academic performance and time spent (2017, background): “Intrinsic motivation refers to the willpower of accomplishing a certain assignment and gaining pleasure from it (Baker, 2004).”
The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution (2008, background): “The research is not as consistent as it is with personality; for example, Baker (2004) found that motivation was not related to academic achievement.”
Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation? (2019, background): “which aspects contribute to the quality of students’ motivation, and hence influence their perceptions of the learning environment and their learning outcomes (Baker, 2004; Germeijs & Verschueren, 2007).”
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation (2012, background): “A study by Baker found neither autonomous motivation, controlled motivation, or amotivation to be related to GPA with second-year university students [38].”
The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance (2016, background): “Previous studies have suggested that amotivation is associated with greater stress and poor adjustment (Baker, 2004), reduced self-esteem and poorer academic performance (Petersen et al., 2009).”
Does an intrinsic work value orientation strengthen the impact of job resources? A perspective from the Job Demands–Resources Model (2011, background): “Indeed, an intrinsic work value orientation has previously been found to relate positively to the willingness to follow additional training (Van den Broeck, Vansteenkiste, Lens, & De Witte, 2010) and to contribute to the learning process and the quality of learning (Baker, 2004).”
Mental health problems and help-seeking behavior among college students. (2010, background): “Some studies show that personality traits, such as perfectionism, are important moderators determining the amount of psychological distress that students report as a result of their college studies [26–29].”
Adjustment to university and academic performance among disadvantaged students in South Africa (2009, background): “Much of the literature on the effects of academic motivation on educational outcomes shows that it is linked to adjustment and academic performance at university (see Baker, 2003, 2004; Beyers & Goossens, 2002; Deci, Vallerand, Pelletier, & Ryan, 1991).”
Passion and motivation for studying: predicting academic engagement and burnout in university students (2011, unknown): “…1987), performance (e.g. Grolnick, Ryan, & Deci, 1991), vitality (e.g. Nix, Ryan, Manly, & Deci, 1999) and subjective well-being (e.g. Levesque, Zuehlke, Stanek, & Ryan, 2004) as well as lower levels of stress (e.g. Baker, 2004; for reviews, see Guay, Ratelle, & Chanal, 2008; Ryan & Deci, 2000).”
A classroom-based intervention to help teachers decrease students' amotivation (2015, unknown): “…and negative student outcomes (e.g., classroom disengagement, superficial learning strategies, poor learning, low performance, and school drop-out; Baker, 2004; Ntoumanis, 2001; Ntoumanis et al., 2004; Pelletier, Dion, Tuson, & Green-Demers, 1999; Pelletier, Fortier, Vallerand, & Briere, 2001;…”
The Playful Advantage: How Playfulness Enhances Coping with Stress (2013, unknown): “This built on Barnett’s (2007) and Glynn and Webster’s (1992) definitions of playfulness as the ability to transform or reframe an environment to be more entertaining or satisfactory and suggested further similarities of playfulness in children to playfulness in adults.”
Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education (2012, background): “Instead, research studies focus on generic constructs such as learning and achievement motivation or academic motivation ‘to assess students’ motivation to succeed at university’ (Baker, 2004 , p.”
First-year university students’ academic success: the importance of academic adjustment (2018, background): “Moreover, Baker (2004) showed that lack of motivation is related to poorer adjustment to university.”
Through the Eyes of Students (2017, background): “It might be added that such beliefs also depend on one’s perception of their ability to control events that shape that outcome (i.e., internal locus of control; Baker, 2004; Findley & Cooper, 1983).”