Turning “play” into “work” and “work” into “play”: 25 Years of research on intrinsic versus extrinsic motivation

By M. Lepper, Jennifer Henderlong. 2000

438 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9b9abe7c0ba8b4146eb88d3ad78c691c0b9d28c8

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In Applied Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Relationship between Future Goals and Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective. (2010, background): “Alternatively, intrinsic and extrinsic motivation may be dichotomized as two goals (Lepper et al., 2000; Rawsthorne & Elliot, 1999).”
Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators (2005, background): “Heightened attributions of control by external factors lead to low levels of personal autonomy, resulting in a loss of intrinsic motivation (Lepper & Henderlong, 2000).”
Motivation and Its Relationship With Reading Achievement in an Urban Middle School (2006, background): “However, consistent with SDT, especially its emphasis on intrinsic and extrinsic dimensions of motivation (Lepper & Henderlong, 2000), student academic reading is probably driven by a blending of intrinsic and extrinsic motivation.”
Handbook of Research on Learning and Instruction (2011, background): “Collectively, the impact of perceived competence on persistence, a precursor of improvement in performance, can be significant.”
Group Creativity: The Effects of Extrinsic, Intrinsic, and Obligation Motivations (2006, background): “As described earlier, extrinsic motivation is other-directed in that it arises from sources outside of the task itself, such as monetary reward and supervisor recognition (Lepper & Henderlong, 2000).”
The Relationships between Intrinsic Motivation, Extrinsic Motivation, and Achievement, Along Elementary School (2014, background): “However, for older students, intrinsic motivation seems clearly more adaptive than extrinsic motivation, raising the often addressed issue of the possibly debilitating impact of external sources of motivation (e.g. Lepper & Henderlong, 2000).”
Interest as the Missing Motivator in Self-Regulation (2005, background): “Thus, one reason interest is important to goalstriving is because it influences which activities individuals choose to do and how long they choose to do them (Lepper & Henderlong, 2000).”
Dangerous mindsets: How beliefs about intelligence predict motivational change (2011, positive): “…of coursework, and mastery goal structures (e.g., Eccles, Midgley, Wigfield, Buchanan, Revman, Flanagan & Mac Iver, 1993; Elliot & Harackiewicz, 1994; Harackiewicz, Barron, Carter, Lehto & Elliot, 1997; Lepper & Henderlong, 2000; Midgley, Anderman & Hicks, 1995; Stipek & Mac Iver, 1989).”
MOTIVATION AND ACHIEVEMENT: IS THERE AN EAST ASIAN MODEL? (2011, positive): “Lepper & Henderlong (2000) also pointed out that people can be high in both or low in both motivations, not just high in one and low in the other.”
Longitudinal Pathways From Math Intrinsic Motivation and Achievement to Math Course Accomplishments and Educational Attainment (2013, background): “Further, intrinsic motivation is studied as a dimension independent of extrinsic motivation in educational and developmental research (Lepper, Corpus, & Iyengar, 2005; Lepper & Henderlong, 2000).”