Self-determination theory distinguishes the intrinsic academic motivation from extrinsic academic motivation: the former is defined as the doing of an activity for its inherent satisfactions, the latter refers to doing an activity for its instrumental value (Ryan & Deci, 2000). Whereas there has been much attention paid to the relationships between motivation and academic performance in general, there has been less emphasis on research studying the relationship between intrinsic and extrinsic motivation and deep and surface study behaviors. The aim of this study is to investigate the effects of intrinsic and extrinsic academic motivation on deep and surface study behaviors and on satisfaction with the university course. We hypothesize that, on one hand, the intrinsic academic motivation increases the deep study behaviors and the satisfaction with the university course, and, on the other hand, the extrinsic academic motivation and amotivation increases the surface study behaviors and decrease the satisfaction with the university course. The questionnaire was filled in by 109 students attending the second year of the Psychology bachelor course of the University of Bologna. The results indicate that the positive effect of intrinsic motivation- in particular, intrinsic motivation to know- on satisfaction with university course is mediated by deep study behaviors, while extrinsic motivation-in particular, external regulation- and amotivation have a negative direct effect on satisfaction with course university. No effects were found of academic motivation on surface study behaviors. The study suggests that the Psychology bachelor course is more appreciated by intrinsically motivated students than extrinsically motivated students. Longitudinal research could be interesting in order to understand if the intrinsic motivation activates a virtual circle between motivation, deep approach to the study and satisfaction with the attending course.
Chiesa R., Guglielmi D. (2013). Intrinsic and extrinsic academic motivation: the effects on study behaviors and the satisfaction with the university course.. Firenze : Hogrefe.
Intrinsic and extrinsic academic motivation: the effects on study behaviors and the satisfaction with the university course.
CHIESA, RITA;GUGLIELMI, DINA
2013
Abstract
Self-determination theory distinguishes the intrinsic academic motivation from extrinsic academic motivation: the former is defined as the doing of an activity for its inherent satisfactions, the latter refers to doing an activity for its instrumental value (Ryan & Deci, 2000). Whereas there has been much attention paid to the relationships between motivation and academic performance in general, there has been less emphasis on research studying the relationship between intrinsic and extrinsic motivation and deep and surface study behaviors. The aim of this study is to investigate the effects of intrinsic and extrinsic academic motivation on deep and surface study behaviors and on satisfaction with the university course. We hypothesize that, on one hand, the intrinsic academic motivation increases the deep study behaviors and the satisfaction with the university course, and, on the other hand, the extrinsic academic motivation and amotivation increases the surface study behaviors and decrease the satisfaction with the university course. The questionnaire was filled in by 109 students attending the second year of the Psychology bachelor course of the University of Bologna. The results indicate that the positive effect of intrinsic motivation- in particular, intrinsic motivation to know- on satisfaction with university course is mediated by deep study behaviors, while extrinsic motivation-in particular, external regulation- and amotivation have a negative direct effect on satisfaction with course university. No effects were found of academic motivation on surface study behaviors. The study suggests that the Psychology bachelor course is more appreciated by intrinsically motivated students than extrinsically motivated students. Longitudinal research could be interesting in order to understand if the intrinsic motivation activates a virtual circle between motivation, deep approach to the study and satisfaction with the attending course.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
