Intrinsic, Identified, and Controlled Types of Motivation for School Subjects in Young Elementary School Children

Autor/inn/en	Guay, Frederic; Chanal, Julien; Ratelle, Catherine F.; Marsh, Herbert W.; Larose, Simon; Boivin, Michel
Titel	Intrinsic, Identified, and Controlled Types of Motivation for School Subjects in Young Elementary School Children
Quelle	In: British Journal of Educational Psychology, 80 (2010) 4, S.711-735 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709910X499084
Schlagwörter	Foreign Countries; Elementary School Students; Grade 1; Learning Motivation; Grade 3; Intellectual Disciplines; Gender Differences; Age Differences; School Attitudes; Reading Attitudes; Writing Attitudes; Elementary School Mathematics; Self Determination; Student Attitudes; Student Motivation; Canada + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Motivation for studies; Lernmotivation; School year 03; 3. Schuljahr; Schuljahr 03; Geisteswissenschaften; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Reading behavior; Rading behaviour; Leseverhalten; Elementare Mathematik; Schulmathematik; Selbstbestimmung; Schülerverhalten; Schulische Motivation; Kanada
Abstract	Background: There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. Aims: This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory. First, we tested whether children self-report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self-report differentiated types of motivation across school subjects. Sample: Participants were 425 French-Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178). Results: Results show that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self-report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. Conclusion: These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; Fax: +44-116-227-1314; e-mail: enquiry@bps.org.uk; Web site: http://www.bpsjournals.co.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10