Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study.

By A. E. Gottfried, J. Fleming, A. Gottfried. 2001

967 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/48fa00b5adf016d78df695f56806df6ccf0f8f35

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Motivational Profiles from a Self-Determination Perspective: The Quality of Motivation Matters. (2009, result): “Also, consistent with previous research showing a gradual deterioration of intrinsic motivation across the school years (Gottfried et al., 2001), it was found that first- and second-year high school students were overrepresented in the good quality motivation group and underrepresented in the poor…”
The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction (2016, background): “The overall pattern of change is similar for general academic motivation and motivations in different domains of academic achievement; although the decline in intrinsic motivation seems to be slightly more pronounced in math and science (Gottfried et al., 2001).”
Engagement and Disaffection as Central to Processes of Motivational Resilience and Development (2016, background): “In fact, interindividual stability seems to increase as students move through junior high and high school (Gottfried, 1990; Gottfried et al., 2001).”
Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school (2014, background): “However, the increase in motivation between lower secondary and upper secondary school has also been found by means of longitudinal research designs (Gottfried et al. 2001).”
A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. (2006, background): “The achievement motivation literature supports these consistent findings through research that suggests that a decline in academic motivation occurs through the elementary years (Gottfried et al., 2001).”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “In a study of intrinsic motivation development, Gottfried et al. (2001) investigated the continuity of academic intrinsic motivation from ages 9 through 17 years—measured as enjoyment of learning, orientation toward mastery, curiosity, persistence, and interest in subject-specific tasks.”