Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School.

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Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “…there is considerable evidence that intrinsic motivation promotes various aspects of achievement via classroom engagement, such as paying attention in class or listening during class (e.g., Froiland & Worrell, 2016; Guthrie, McRae, & Lutz Klauda, 2007; Reeve, Jang, Carrell, Jeon, & Barch, 2004).”
Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents (2017, background): “Intrinsic motivation is also moderately positively associated with learning goals (e.g. caring more about actual learning than grades or impressing others; Froiland & Worrell, 2016; Kover & Worrell, 2010).”
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, positive): “Today we know that psychological variables such as interest and value play a significant role in engagement and learning (Froiland & Worrell, 2016), and the need supportive conditions that facilitate and undermine them are increasingly understood.”