A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation |
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| Institution: | 1. Department of Psychology, McGill University. 1205 Dr.-Penfield ave., Montréal, QC, H3A 1B1, Canada;2. Department of Psychology, Université de Montréal, Pavillon Marie-Victorin, 90, avenue Vincent d''Indy, Montréal, QC, H2V 2S9T, Canada;3. Department of Management, John Molson School of Business, Concordia University, 1455 de Maisonneuve Blvd. W., MB 13.107, Montréal, QC, H3G 1M8, Canada;4. Department of Mathematics, Vanier College, 821 Ste-Croix ave., Montréal, QC, H4L 3X9, Canada;5. Department of Physics, Vanier College, 821 Ste-Croix ave., Montréal, QC, H4L 3X9, Canada |
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| Abstract: | Although many studies have examined the relation of academic motivation to school achievement using the Self-Determination Theory perspective, the results have been inconsistent. The present investigation represents the first systematic attempt to use a meta-analysis and controlled, longitudinal studies to examine the relations of specific types of motivation to overall academic achievement. The meta-analysis (Study 1) pointed toward a potentially important role of intrinsic motivation in predicting school achievement. Three empirical studies of high school and college students in Canada (Studies 2 and 3) and in Sweden (Study 4) showed that intrinsic motivation was the only motivation type to be consistently positively associated with academic achievement over a one-year period, controlling for baseline achievement. Amotivation was significantly associated with lower academic achievement in Studies 3 and 4. Interestingly, intrinsic motivation was also associated with reduced amotivation in two of our studies and it was reciprocally associated with higher school achievement in another study. Overall, our findings highlight the unique importance of intrinsic motivation for the future academic success of high school and college students. |
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