Trait intrinsic and extrinsic motivations, academic performance, and creativity in Hong Kong college students.
By Giovanni B. Moneta, Christy M. Y. Siu. 2002
118 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/bab5a5b081a606760b4ce007d4cafd3b732080c6
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Citations in the corpus
- The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics (2015, background): “Although intrinsic motivation is perceived as an essential force initiating creative behavior (Hennessey, 2003; Prabhu, Sutton, & Sauser, 2008), the research regarding the relation between extrinsic motivation and creativity is complex (Amabile, 1985; Moneta & Siu, 2002).”
- Age Differences in Creativity: Task Structure and Knowledge Base (2005, background): “Examples include the association of creativity to IQ (Hall, 1985), intrinsic motivation (Moneta & Siu, 2002), problem finding ability (Artley, Van-Horn, Friedrich, & Carroll, 1980), openness to experience (Griffin & McDermott, 1998), nonconformity to school discipline (Guencer & Oral, 1993), and…”
- Effects of Explicit Instruction to “Be Creative” Across Domains and Cultures (2005, background): “Existing evidence (Chen et al., 2002; Moneta & Siu, 2002; Niu & Sternberg, 2001) showed great similarity in how Chinese and Americans judged creative products.”
- Motivation to Learn in General Education Programs (2005, background): “Motivation to perform an activity for its own sake is mainly intrinsic, whereas motivation to perform it as a means to an end is mainly extrinsic (Pintrich & Schunk, 1996; Siu & Moneta, 2002).”
- Assessing Creativity in the Classroom (2011, methodology): “Moneta and Siu [61] showed that intrinsic motivation in school (measured using the Work Preference Inventory; [62]) predicted greater creativity in a writing task of story composition.”