Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school

By Amynta Hayenga, Jennifer Henderlong Corpus. 2010

283 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f5c9b280b042f5371934748658f11311c539527e

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Motivational Profiles of Adult Learners (2017, background): “This result is consistent with previous research with traditional students (Hayenga & Corpus, 2010; Vansteenkiste et al., 2009; Wormington et al., 2012) and suggests that a four-profile structure is adequate for nontraditional learners as well.”
Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement (2014, background): “This differs from extrinsic motivation, which involves doing things for the sake of earning rewards (e.g. good grades) or avoiding punishment (Hayenga & Corpus, 2010).”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, result): “…developmental trajectories is in line with prior research on multiple pathways and profiles in the achievement motivation literature (e.g., Archambault, Eccles, & Vida, 2010; Bråten & Olaussen, 2005; Conley, 2012; Hayenga & Corpus, 2010; Pintrich, 2000; Shell & Husman, 2008; Snyder, 2012).”
Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout (2014, background): “The good quality profile indeed showed higher academic achievement than the high quantity group in middle school students (Hayenga & Corpus, 2010).”
Motivation profiles at work: A self-determination theory approach (2016, methodology): “However, additional results suggested that controlled motivation may actually detract from optimal performance, measured by grade point average and self-perceived skill acquisition, even when autonomous motivation is also present (Hayenga & Corpus, 2010; Liu et al., 2009).”
Dangerous mindsets: How beliefs about intelligence predict motivational change (2011, methodology): “Data for this study were collected in 2005–2006 as part of a larger longitudinal project examining contextual and academic correlates of intrinsic and extrinsic motivations (see Corpus et al., 2009; Hayenga & Corpus, 2010).”
Student Motivation and Learning in Mathematics and Science: A Cluster Analysis (2016, methodology): “Hierarchical cluster analysis using Ward’s method with Euclidean distance as a measure of similarity (Hayenga & Corpus, 2010) was conducted.”
Intrinsic Motivation to Learn: The Nexus Between Psychological Health and Academic Success (2012, background): “This is important because there is the potential for a motivational synergy, in which both intrinsic and extrinsic motivation levels are high (Hayenga & Corpus, 2010) via effectively delivered praise.”
Stability, change, and implications of students’ motivation profiles: A latent transition analysis (2017, background): “…our expectations and to results obtained in prior studies typically relying on a less extensive set of behavioral regulations (e.g., Boiché et al., 2008; González et al., 2012; Hayenga & Corpus, 2010; Liu et al., 2009; Ratelle et al., 2007; Ullrich-French & Cox, 2009; Vansteenkiste et al., 2009).”
Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis (2014, methodology): “…work that exists focuses almost exclusively on samples of high school and college students (e.g., Ratelle, Guay, Vallerand, Larose, & Senecal, 2007; Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009; Wormington, Corpus, & Anderson, 2012; cf. Harter & Jackson, 1992; Hayenga & Corpus, 2010).”