Intrinsic and Extrinsic Motivation

By Carol Sansone, Judith M. Harackiewicz. 2000

1,215 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b28c13222051ae7f650eb3b73dad0c962d2e6afb

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Citations in the corpus

The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “The first is motivational support, which is teacher and classroom support of students’ intrinsic motivation (Sansone & Harackiewicz, 2000), autonomy (Reeve, 2006), interest development (Hidi & Renninger, 2006), competence (Urdan & Turner, 2005), and self-efficacy (Bandura, 1977).”
Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective (2006, background): “Other investigations have shown that there are relationships between interest and knowledge [Alexander, 2003; Renninger, 2000] and that interest is connected to positive affective experience [Schiefele, 2001].”
Group Creativity: The Effects of Extrinsic, Intrinsic, and Obligation Motivations (2006, background): “Therefore intrinsically motivated individuals will be more likely expend energy exploring the problem and find creative solutions (Crutchfield, 1962; Hennessey, 2000; Newell, Shaw, & Simon, 1962; Staw, 1990; Woodman et al., 1993).”
Engaging in Science: A Feeling for the Discipline (2016, background): “Sansone and colleagues (e.g., Sansone, 2009; Sansone & Harackiewicz, 1996; Sansone & Smith, 2000; Sansone & Thoman, 2005) similarly described an interest experience as an evolving affective and cognitive experience in interaction with goals, activity structure, and features of the environment.”
What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008, background): “The most discussed of these individual characteristics is the stable personal preference of individual interest (Krapp et al,, 1992; Renninger, 2000).”
The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students (2006, background): “Finally, intrinsic motivation can be influenced by students’ interest in mathematics (Bergin, 1999; Hidi, 2000; Renninger, 2000; Schiefele, 1999).”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “Simply put, intrinsic motivation is deﬁ ned as the enjoyment of an activity for an activity’s sake (Sansone & Harackiewicz, 2000 ).”
The substitutability of external control and self-control (2005, background): “Another potential interpretation of the present findings is in terms of undermining intrinsic motivation (Deci, 1971; Lepper, Greene, & Nisbett, 1973; Ryan & Deci, 2000; Sansone & Harackiewicz, 2000).”
Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich (2005, background): “A fourth possibility, which has received the least research attention, is the selective pattern, which concerns the possibility that individuals might selectively adopt different goals in different contexts (Barron & Harackiewicz, 2000).”
Academic Motivation and Achievement Among Urban Adolescents (2007, background): “Although not equivalent, researchers do consider value to be one valence of interest (Renninger, 2000).”
The Centrality Of Culture And Community To Participant Learning At And With The Math Forum (2003, background): “Motivation for participating in the project grew from participant and group questions and the interest that these questions held (Renninger, 2000).”