Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates
Abstract
Age differences in intrinsic and extrinsic motivation and the relationships of each to academic outcomes were examined in an ethnically diverse sample of 797 3rd-grade through 8th-grade children. Using independent measures, the authors found intrinsic and extrinsic motivation to be only moderately correlated, suggesting that they may be largely orthogonal dimensions of motivation in school. Consistent with previous research, intrinsic motivation showed a significant linear decrease from 3rd grade through 8th grade and proved positively correlated with children’s grades and standardized test scores at all grade levels. Extrinsic motivation showed few differences across grade levels and proved negatively correlated with academic outcomes. Surprisingly few differences based on children’s sex or ethnicity were found. Causes and consequences of the disturbingly low levels of motivation for older, relative to younger, children are discussed.
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The present study found a slight decline in intrinsic motivational orientation over school years.
“Neste sentido, o presente estudo corrobora resultados de pesquisas internacionais (Lepper, Corpus & Iyengar, 2005) e da maioria das investigações nacionais (Arcas, 2003;Boruchovitch, 2006;Martini & Boruchovitch, 2004), ao constatar um ligeiro declínio da orientação motivacional intrínseca ao longo dos anos.”
From Orientações motivacionais, crenças educacionais e desempenho escolar de estudantes do ensino fundamental (2010) · cites this paper as Lepper, Corpus & Iyengar, 2005
In the literature, studies still predominantly focus on the extreme forms of the motivational continuum (intrinsic and extrinsic motivation).
“na literatura, lamentavelmente, ainda predominam estudos mais voltados para a compreensão da motivação dos estudantes nas formas mais extremas do continuum (motivação intrínseca e extrínseca)”
From Orientações motivacionais, crenças educacionais e desempenho escolar de estudantes do ensino fundamental (2010) · cites this paper as Lepper, Corpus & Iyengar, 2005
Intrinsic and extrinsic motivations appear to be mostly independent, rather than opposite poles of a single dimension.
“Therefore, intrinsic and extrinsic motivations appear to be mostly independent, rather than opposite poles of a single dimension [65].”
From The Temporary Agency Worker’s Motivation Profile Analysis (2021) · cites this paper as [65]
The findings suggest it is possible to study various combinations of intrinsic and extrinsic motivations, since workers can simultaneously display different types of motivation or behavioral regulation.
“In agreement with earlier studies [31,32,33,65], our findings suggest that it is possible to study various combinations of intrinsic and extrinsic motivations, since workers can simultaneously display different types of motivation or behavioral regulation [66].”
From The Temporary Agency Worker’s Motivation Profile Analysis (2021) · cites this paper as [65]
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The Temporary Agency Worker’s Motivation Profile Analysis
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“Therefore, intrinsic and extrinsic motivations appear to be mostly independent, rather than opposite poles of a single dimension [65].”
Background
- Authors
- Lepper, M. R., Corpus, J. H., & Iyengar, S. S.
- Affiliations
- Stanford University (US)
- Reed College (US)
- Columbia University (US)
- Venue
- Journal of Educational Psychology
- Published
- 2005-05
- Volume
- 97
- Issue
- 2
- Pages
- 184-196
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2168076769
- Cited by
- 1,298
- References
- 9
- Citations by year
- 2026: 25 · 2025: 33 · 2024: 49 · 2023: 61 · 2022: 75 · 2021: 87 · 2020: 145 · 2019: 73 · 2018: 78 · 2017: 79 · 2016: 81 · 2015: 85 · 2014: 71 · 2013: 66 · 2012: 74
- FWCI
- 26.90
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
- Keywords
- intrinsic motivation, extrinsic motivation, age differences, academic performance, standardized test scores, grade level, sex differences, ethnic differences, classroom motivation
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