Latest News on Intrinsic Motivation : May 2022


Characteristics of the rewarder and intrinsic motivation of the rewardee

Considered the relationship between teacher characteristics and the intrinsic motivation and self-esteem of 889 children in Grades 4–6. The research evolved out of E. L. Deci’s (1971, 1972, 1975) cognitive evaluation theory, which distinguishes between the controlling and informational aspects of rewards. It was hypothesized that Ss whose teachers were oriented toward controlling them would be less intrinsically motivated and have lower self-esteem than Ss whose teachers were oriented toward supporting autonomy. It was reasoned that control-oriented teachers would tend to use rewards controllingly, whereas autonomy-oriented teachers would tend to use rewards informationally. Data support the hypothesis and also indicate that Ss perceived autonomy-oriented teachers as facilitating personal responsibility and internal control more than control-oriented teachers. (22 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved). [1]

Academic intrinsic motivation in young elementary school children

Two studies, 1 longitudinal and 1 cross-sectional, demonstrate that for young elementary school children, academic intrinsic motivation is a reliable, valid, and significant construct. It was positively related to achievement, IQ, and perception of competence, and inversely related to anxiety. Academic intrinsic motivation at age 9 was significantly predicted by motivation measured 1 and 2 years earlier, above and beyond the contribution of IQ and achievement. Children with higher academic intrinsic motivation at ages 7 and 8 were more likely to show higher motivation at age 9. Whereas young children could reliably distinguish between subject areas of academic intrinsic motivation, only math motivation showed consistently specific relations to other math criteria. Findings are discussed with regard to developmental theories of intrinsic motivation and the significance of academic intrinsic motivation for children’s education. [2]

When Trying to Win: Competition and Intrinsic Motivation

Males and females solved interesting puzzles in the presence of a same-sex confederate who posed as a second subject doing the same activity. Half the subjects were instructed to compete against each other (i.e., to try to solve the puzzles faster than the other person) while half were simply instructed to work as quickly as they could so as to finish in the allotted time. The results showed a significant main effect in which competition decreased intrinsic motivation. 7his was particularly true for females. [3]

EFL Teacher Verbal Aggressiveness and Student Intrinsic Motivation and Social-Affective Strategy Use: Investigating Possible Relations

The study examined the relations among perceived English as Foreign Language (EFL) teachers’ verbal aggressiveness and students’ intrinsic motivation and social-affective strategy use. The sample consisted of 148 Greek-speaking undergraduate students (aged 18-23 years old) attending EFL courses. Three types of questionnaires, an adapted version of the Verbal Aggressiveness Questionnaire, the Intrinsic Motivation Inventory, and the Strategy Inventory Language Learning were used to collect data. The results supported the internal consistency of the instruments. Correlational analysis indicated that perceived EFL teachers’ verbal aggressiveness was positively correlated with students’ pressure/tension (r=.78) and negatively related to enjoyment/interest             (r=-.93), competence (r=-.88), effort/importance (r=-.64), affective (r=-.92) and social strategy use (r=-.94). Based on the results of the present study, it can be alleged that the teacher behavior can exert great influence on student feelings, attitude to the lesson, strategy use and, consequently, the language learning process. The findings and implications of the contribution of teacher behaviour to the EFL student language learning as well as future research suggestions are further discussed. [4]

Integrating Instructional Video Drama to Enhance Islamic Studies Students’ Intrinsic Motivation: An Experimental Research

The purpose of this research is to explore the impact of instructional video drama integration in teaching Islamic studies to enhance students’ intrinsic motivation. Random sampling technique was employed by the researcher to select 60 subjects of the study from School for Arabic studies, Kano. Similarly, the subjects were randomly designated into either control or experimental group. After the experiment, an adapted questionnaire measuring students’ intrinsic motivation was administered to both groups. To add more validity to quantitative data, three students were purposely selected from the experimental group and interviewed on the effect of the video on their intrinsic motivation. Independent sample t-test is a statistical tool used by the researcher to determine statistically significant difference of the mean score between the experimental and control group. Besides that, inductive analysis technique was employed to analyse qualitative data (interview). The result revealed the corroboration between the two data sets (survey and interview). Students in the experimental group reported higher intrinsic motivation than those in the control group. Thus, it could be concluded that the video has a significant effect on enchasing students’ intrinsic motivation while learning Islamic studies and this study serves as a bench mark for integrating instructional video drama in teaching Islamic studies in secondary schools. [5]


[1] Deci, E.L., Nezlek, J. and Sheinman, L., 1981. Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of personality and social psychology, 40(1), p.1.

[2] Gottfried, A.E., 1990. Academic intrinsic motivation in young elementary school children. Journal of Educational psychology, 82(3), p.525.

[3] Deci, E.L., Betley, G., Kahle, J., Abrams, L. and Porac, J., 1981. When trying to win: Competition and intrinsic motivation. Personality and social psychology bulletin, 7(1), pp.79-83.

[4] Manoli, P. and Bekiari, A., 2015. EFL Teacher Verbal Aggressiveness and Student Intrinsic Motivation and Social-Affective Strategy Use: Investigating Possible Relations. Advances in Research, pp.1-13.

[5] Ibrahim, A.A., 2017. Integrating Instructional Video Drama to Enhance Islamic Studies Students’ Intrinsic Motivation: An Experimental Research. Asian Research Journal of Arts & Social Sciences, pp.1-8.

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