Yuan Liu1,2, Kit-Tai Hau3, Hongyun Liu4, Jing Wu5, Xiaofang Wang6, Xin Zheng7,8. 1. Faculty of Psychology, Southwest University, Chongqing, P. R. China. 2. Key Laboratory of Cognition and Personality, Ministry of Education, P. R. China. 3. Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, P. R. China. 4. Faculty of Psychology, Beijing Normal University, Beijing, P. R. China. 5. Shenzhen Chuangyuan Education & Technology Corporation Limited, Shenzhen, China. 6. Normal College, Shenzhen University, Guangdong, P. R. China. 7. Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China. 8. Faculty of Education, Southwest University, Chongqing, P. R. China.
Abstract
OBJECTIVE: For Chinese students, learning is seen as their duty and obligation to the society and their parents. Thus, in contrast to the Western students, the effects of extrinsic motivation on academic performance may not necessarily be always negative. The present study examined the effects of intrinsic and extrinsic motivation, as well as their multiplicative effect among Chinese students. METHOD: A total of 13,799 students in China were followed longitudinally in three waves (Grade 10, beginning of school year, midyear, and end-of-year; 5-month interval each). The main and multiplicative effects of intrinsic and extrinsic motivations were used to predict academic growth in a latent growth model. RESULTS: The multiplicative effect between intrinsic and extrinsic motivations showed that extrinsic motivation was detrimental to academic performance for students with high intrinsic motivation. For students with low intrinsic motivation, however, the extrinsic motivation helped to improve academic performance. Worth noting, intrinsic motivation also had a moderate positive effect on academic performance. CONCLUSIONS: For Chinese learners, interest is not the only key motive to learn. Extrinsic reasons could facilitate students' learning when they are not interested in the subject. Extrinsic motivation harms only for highly intrinsically motivated students.
OBJECTIVE: For Chinese students, learning is seen as their duty and obligation to the society and their parents. Thus, in contrast to the Western students, the effects of extrinsic motivation on academic performance may not necessarily be always negative. The present study examined the effects of intrinsic and extrinsic motivation, as well as their multiplicative effect among Chinese students. METHOD: A total of 13,799 students in China were followed longitudinally in three waves (Grade 10, beginning of school year, midyear, and end-of-year; 5-month interval each). The main and multiplicative effects of intrinsic and extrinsic motivations were used to predict academic growth in a latent growth model. RESULTS: The multiplicative effect between intrinsic and extrinsic motivations showed that extrinsic motivation was detrimental to academic performance for students with high intrinsic motivation. For students with low intrinsic motivation, however, the extrinsic motivation helped to improve academic performance. Worth noting, intrinsic motivation also had a moderate positive effect on academic performance. CONCLUSIONS: For Chinese learners, interest is not the only key motive to learn. Extrinsic reasons could facilitate students' learning when they are not interested in the subject. Extrinsic motivation harms only for highly intrinsically motivated students.
Authors: Pablo Usán; Carlos Salavera; Alberto Quílez-Robres; Raquel Lozano-Blasco Journal: Int J Environ Res Public Health Date: 2022-10-03 Impact factor: 4.614