Intrinsic Motivation and Academic Achievement: What Does Their Relationship Imply for the Classroom Teacher?

Dev, Poonam C.

doi:10.1177/074193259701800104

Cited by 217Education, Achievement, and GiftednessMotivation and Self-Concept in SportsBehavioral and Psychological Studies

Intrinsic Motivation and Academic Achievement: What Does Their Relationship Imply for the Classroom Teacher?

Dev, Poonam C.·1997·Remedial and Special Education

DOI 10.1177/074193259701800104

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Abstract

Encouraging children's intrinsic motivation can help them to achieve academic success (adelman, 1978; adelman & taylor, 1986; gottfried, 1983, 1985). To help students with and without learning disabilities to develop academic intrinsic motivation, it is impoptant to define the factors that affect motivation (adelman & chaney, 1982; adelman & taylor, 1983). This article offers educators an insight into the effects of different motivational orientations on the school learning of students with learning disabilities, as well as into the variables affecting intrinsic and extrinsic motivation. Also included are recommendations, based on empirical evidence, for enhancing academic intrinsic motivation in learners of varying abilities at all grade levels.

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CAMIL posits a positive relation between intrinsic motivation and learning outcomes (path 18).
“Intrinsic motivation influences learning by exciting persistence and curiosity in the learner (positive relation, path 18 in Fig. 2; Dev 1997).”
From The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality (2021) · cites this paper as Dev 1997
Intrinsic motivation influences learning by exciting persistence and curiosity in the learner.
“Intrinsic motivation influences learning by exciting persistence and curiosity in the learner (positive relation, path 18 in Fig. 2; Dev 1997).”
From The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality (2021) · cites this paper as Dev 1997

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Authors: Dev, P. C.
Affiliations: Purdue University West Lafayette (US)
Corresponding author: Dev, Poonam C.
Venue: Remedial and Special Education
Publisher: SAGE Publications
Published: 1997-01
Volume: 18
Issue: 1
Pages: 12-19
ISSN: 0741-9325 (ISSN-L)
1538-4756
DOI: 10.1177/074193259701800104
OpenAlex: W2102775094
Cited by: 217
References: 85
Citations by year: 2026: 1 · 2025: 4 · 2024: 7 · 2023: 9 · 2022: 7 · 2021: 10 · 2020: 11 · 2019: 13 · 2018: 14 · 2017: 11 · 2016: 11 · 2015: 11 · 2014: 8 · 2013: 5 · 2012: 9
FWCI: 4.44
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Remedial and Special Education (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 › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords: intrinsic motivation, academic performance, learning disabilities, extrinsic motivation, motivational orientation, student motivation, school learning, motivational strategies

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Intrinsic Motivation and Academic Achievement: What Does Their Relationship Imply for the Classroom Teacher?

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