Theories Of Intrinsic Motivation

Numerous research has shown that intrinsic motivation is associated with, and predicts positive academic outcomes. On the other hand, individuals with lower levels of intrinsic motivation have shown declines in academic progression throughout elementary and middle school years. Intrinsic motivation has been defined in the text as classroom conduct, determination, cognitive adaptability, coping skills, and commitment (Haimovitz, Wormington, & Corpus, 2011). Other research on intrinsic motivation compiled by Deci, Koestner, & Ryan (1999) has also shown an associated with external rewards and intrinsic drive. According to Dweck’s social-cognitive theory of motivation, individuals have varying beliefs on achievement depending on the level of

(2011), it was found that ability-validation goals, intelligence beliefs, and intrinsic motivation components are correlated or linked to intelligence outcomes in academics. Based on these findings, Haimovitz et al. (2011) hypothesized that malleability of intelligence would abrade intrinsic motivation within one academic year and compiled a research study of 978 third- through eighth-grade students from the Oregon area. Participants genders were relatively equal at each grade level (54% female; 14%-17% at each grade level). The eight schools used in the study were socioeconomically diverse, with 21%-74% of students qualifying for free or reduced

Associations between these variables have concluded that an individual’s level of intellectual achievement is dependent upon the level of influence that outside forces have on a student. The research presented by Haimovitz et al. (2011) on intelligence and intrinsic motivation components focused on investigating and measuring the association of malleability and academic performance within a one-year academic timeframe. The study yielded positive results that beliefs about intelligence or ability-validation do in fact play a role in intrinsic motivation and academic success. However, results of the study could not find significant differences between an individual’s grade level and intrinsic motivation. It has been suggested that future longitudinal studies should investigate a student’s mastery level, normative performance, and ability validation goals, rather than just ability-validation and intrinsic motivation variables (Haimovitz et al.,