Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study

By Nancy Otis, F. Grouzet, L. Pelletier. 2005

441 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/66338c6055a1355c5a20f646a2f75d63f40f6723

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Motivation in online learning: Testing a model of self-determination theory (2010, background): “nation theory (SDT), which was described by Pintrich and Schunk (2002) as ‘‘one of the most comprehensive and empirically supported theories of motivation available today” (p.”
Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school (2010, background): “The second broad pattern was a trend toward poorer quality motivation over time, which is consistent with variable-centered longitudinal work documenting losses to intrinsic motivation (Bouffard et al. 2003; Eccles et al. 1998; Ntoumanis et al. 2009; Otis et al. 2005 ).”
Motivation and Its Relationship With Reading Achievement in an Urban Middle School (2006, background): “In a 3-year longitudinal study of students progressing from middle to high school, Otis, Grouzet, and Pelletier (2005) reported that students’ intrinsic and extrinsic motivation decreased gradually as students moved from Grade 8 to Grades 9 and 10.”
Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, background): “Literature shows that there seems to be a fairly strong agreement across research tradition that intrinsic motivation tends to decrease over time (Ahmed, 2010; Bouﬀard et al., 2003; Corpus, McClintic-Gilbert & Hayenga, 2009; Harter, 1981; Otis et al., 2005).”
Primary–secondary transition: Differences between teachers’ and children’s perceptions (2011, background): “Transition is a period of anxiety for many children, with substantial decline in self-esteem, academic motivation and achievement (Otis et al., 2005; Seidman et al., 1994; Wigfield et al., 1991).”
Dangerous mindsets: How beliefs about intelligence predict motivational change (2011, background): “…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 decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction (2016, background): “For the most part, previous research focused either on younger students (e.g. Corpus et al., 2009; Lepper et al., 2005) or on a rather limited age range (e.g. Otis et al., 2005).”
Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study (2011, background): “Otis, Grouzet, and Pelletier (2005), concentrating on the transition to the first year of high school, found that the intention to drop out was correlated with a decrease in self-determined motivation.”
Engagement and Disaffection as Central to Processes of Motivational Resilience and Development (2016, background): “From the first day of class, some students seem to be more motivated than others, and research documents a high level of interindividual stability (e.g., Gottfried et al., 2007; Marks, 2000; Otis et al., 2005; Skinner et al., 1998).”
Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation (2016, neutral): “Past research has demonstrated the validity and reliability of this scale, including its invariance in measurement across gender and grade level (Grouzet et al., 2006; Otis et al., 2005; Otis & Pelletier, 2005; Vallerand et al., 1993).”