Do Both Intrinsic and Identified Motivations Have Long-Term Effects?

References

• Andersen, L., & Cross, T. L. (2014). Are students with high ability in math more motivated in math and science than other students? Roeper Review, 36(4), 221–234. doi:10.1080/02783193.2014.945221
   Google Scholar
• Austin, J. T., & Vancouver, J. B. (1996). Goal constructs in psychology: Structure, process, and content. Psychological Bulletin, 120(3), 338. doi:10.1037/0033-2909.120.3.338
   Web of Science ®Google Scholar
• Burton, K. D., Lydon, J. E., D'Alessandro, D. U., & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91(4), 750. doi:10.1037/0022-3514.91.4.750
   PubMed Web of Science ®Google Scholar
• Cameron, J., & Pierce, W. D. (2002). Rewards and intrinsic motivation: Resolving the controversy. London, UK: Bergin & Connecticut.
   Google Scholar
• Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: The experience of play in work and games. San Francisco, CA: Jossey-Bass .
   Google Scholar
• Csikszentmihalyi, M., & Wong, M. M-h. (2014). Motivation and academic achievement: The effects of personality traits and the quality of experience. In M. Csikszentmihalyi (Ed.), Applications of flow in human development and education: The collected works of Mihaly Csikszentmihalyi (pp. 437–465). New York, NY: Springer.
   Google Scholar
• Davis, W. E., Kelley, N. J., Kim, J., Tang, D., & Hicks, J. A. (2016). Motivating the academic mind: High-level construal of academic goals enhances goal meaningfulness, motivation, and self-concordance. Motivation and Emotion, 40(2), 193–202. doi:10.1007/s11031-015-9522-x
   Web of Science ®Google Scholar
• De Charms, R. (1968). Personal causation: The internal affective determinants of behavior. New York, NY: Academic Press.
   Google Scholar
• Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105–115. doi:10.1037/h0030644
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. V. Lange, A. W. Kruglanski & E. T. Higgins (Eds.), Handbook of theories of social psychology (vol. 1, pp. 416–433). London, UK: Sage.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2017). Self-Determination Theory. Paper presented at the American Educational Research Association Annual Meeting, San Antonio.
   Google Scholar
• Diseth, Å., Danielsen, A. G., & Samdal, O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology, 32(3), 335–354. doi:10.1080/01443410.2012.657159
   Web of Science ®Google Scholar
• Evans, P., & Bonneville-Roussy, A. (2016). Self-determined motivation for practice in university music students. Psychology of Music, 44(5), 1095–1110. doi:10.1177/0305735615610926
   Web of Science ®Google Scholar
• Froiland, J. M., & Davison, M. L. (2016). The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement. Learning and Individual Differences, 50, 252–259. doi:10.1016/j.lindif.2016.07.012
   Web of Science ®Google Scholar
• Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53(3), 321–336. doi:10.1002/pits.21901
   Web of Science ®Google Scholar
• Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbacher, M. A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest, 8(1), 1–51. doi:10.1111/j.1529-1006.2007.00032.x
   PubMedGoogle Scholar
• Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. doi:10.1016/j.compedu.2014.08.019
   Web of Science ®Google Scholar
• Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science an experimental test of a utility-value intervention. Psychological Science, 23(8), 899–906. doi:10.1177/0956797611435530
   PubMed Web of Science ®Google Scholar
• Ingels, S. J., Pratt, D. J., Herget, D., Bryan, M., Fritch, L. B., Ottem, R., … Wilson, D. (2015). High School Longitudinal Study of 2009 (HSLS:09) 2013 Update and High School Transcript Data File Documentation (NCES 2015-036). Washington, DC: National Center for Education Statistics, US Department of Education. Retrieved from http://nces.ed.gov/pubsearch
   Google Scholar
• Ingels, S. J., Pratt, D. J., Herget, D. R., Burns, L. J., Dever, J. A., Ottem, R., … Leinwand, S. (2011). High School Longitudinal Study of 2009 (HSLS: 09): Base-Year Data File Documentation (NCES 2011-328). Washington, DC: National Center for Education Statistics, US Department of Education. Retrieved from http://nces.ed.gov/pubsearch
   Google Scholar
• Iyengar, S. S., & Lepper, M. R. (2002). Choice and its consequences: On the costs and benefits of self-determination. In A. Tesser, D. A. Stapel & J. V. Wood (Eds.), Self and motivation: Emerging psychological perspectives (pp. 71–96). Washington, DC: APA.
   Google Scholar
• Koestner, R., & Losier, G. F. (2002). Distinguishing three ways of being internally motivated: A closer look at introjection, identification, and intrinsic motivation. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 101–122). Rochester, NY: University of Rochester Press.
   Google Scholar
• Lancellotti, M., & Thomas, S. (2009). To take or not to take: Effects of motivation, self-efficacy, and class-related factors on course attitudes. Marketing Education Review, 19(2), 35–47. doi:10.1080/10528008.2009.11489073
   Google Scholar
• Liu, D., Chen, X.-P., & Yao, X. (2011). From autonomy to creativity: a multilevel investigation of the mediating role of harmonious passion. Journal of Applied Psychology, 96(2), 294. doi:10.1037/a0021294
   PubMed Web of Science ®Google Scholar
• Madjar, N., & Cohen-Malayev, M. (2013). Youth movements as educational settings promoting personal development: Comparing motivation and identity formation in formal and non-formal education contexts. International Journal of Educational Research, 62(11), 162–174. doi:10.1016/j.ijer.2013.09.002
   Web of Science ®Google Scholar
• Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among US students. Science Education, 95(5), 877–907. doi:10.1002/sce.20441
   Web of Science ®Google Scholar
• Marsh, H. W., Hau, K.-T., Artelt, C., Baumert, J., & Peschar, J. L. (2006). OECD's brief self-report measure of educational psychology's most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311–360. doi:10.1207/s15327574ijt0604_1
   Google Scholar
• Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self‐concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397–416. doi:10.1111/j.1467-8624.2005.00853.x
   PubMed Web of Science ®Google Scholar
• Martin, A. J., Liem, G. A., Mok, M., & Xu, J. (2012). Problem solving and immigrant student mathematics and science achievement: Multination findings from the Programme for International Student Assessment (PISA). Journal of Educational Psychology, 104(4), 1054–1073. doi:10.1037/a0029152
   Web of Science ®Google Scholar
• Mori, Y., Kobayashi, T., Anpo, Y., & Ohnuma, S. (2016). The long-term effects of intrinsic motivation on household energy-saving behavior: With actual energy use and self-reported behavior. Japanese Journal of Social Psychology, 31(3), 160–171. doi:10.14966/jssp.31.3_160
   Google Scholar
• Nagengast, B., & Marsh, H. W. (2012). Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Journal of Educational Psychology, 104(4), 1033–1053. doi:10.1037/a0027697
   Web of Science ®Google Scholar
• Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of research on student engagement (vol. 7, pp. 149–172). Boston, MA: Springer.
   Google Scholar
• Rose, H., & Betts, J. R. (2004). The effect of high school courses on earnings. Review of Economics & Statistics, 86(2), 497–513.
   Web of Science ®Google Scholar
• Rosenthal, R., & Rosnow, R. L. (1991). Essentials of behavioral research: Methods and data analysis. New York, NY: McGraw-Hill Humanities Social.
   Google Scholar
• Ryan, R. M., & Connell, J. P. (1989). Perceived Locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761. doi:10.1037/0022-3514.57.5.749
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford.
   Google Scholar
• Ryan, R. M., Deci, E. L., & Vansteenkiste, M. (2016). Autonomy and autonomy disturbances in self‐development and psychopathology: Research on motivation, attachment, and clinical process. New York, NY: John Wiley & Sons, Inc.
   Google Scholar
• Scott, A. B., & Mallinckrodt, B. (2005). Parental emotional support, science self-efficacy, and choice of science major in undergraduate women. The Career Development Quarterly, 53(3), 263–273. doi:10.1002/j.2161-0045.2005.tb00995.x
   Web of Science ®Google Scholar
• Smits, I., Soenens, B., Vansteenkiste, M., Luyckx, K., & Goossens, L. (2010). Why do adolescents gather information or stick to parental norms? Examining autonomous and controlled motives behind adolescents' identity style. Journal of Youth and Adolescence, 39(11), 1343. doi:10.1007/s10964-009-9469-x
   PubMed Web of Science ®Google Scholar
• Tienken, C. H. (2008). Rankings of international achievement test performance and economic strength. Correlation or Conjecture? International Journal of Education Policy & Leadership, 3(4), 1–15.
   Google Scholar
• Tymms, P., Merrell, C., & Henderson, B. (1997). The first year at school: A auantitative investigation of the attainment and progress of pupils. Educational Research and Evaluation, 3(2), 101–118. doi:10.1080/1380361970030201
   Google Scholar
• Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., Léonard, M., … Marsolais, J. (2003). Les passions de l'ame: on obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756. doi:10.1037/0022-3514.85.4.756
   PubMed Web of Science ®Google Scholar
• Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19–31. doi:10.1207/s15326985ep4101_4
   Web of Science ®Google Scholar
• Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In T. C. Urdan & S. A. Karabenick (Eds.), The decade ahead: Theoretical perspectives on motivation and achievement (vol. 16 Part A, pp. 105–165). Bingley, UK: Emerald Group Publishing Limited.
   Google Scholar
• Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246–260. doi:10.1037/0022-3514.87.2.246
   PubMed Web of Science ®Google Scholar
• Vansteenkiste, M., Simons, J., Soenens, B., & Lens, W. (2004). How to become a persevering exerciser? Providing a clear, future intrinsic goal in an autonomy-supportive way. Journal of Sport and Exercise Psychology, 26(2), 232–249. doi:10.1123/jsep.26.2.232
   Web of Science ®Google Scholar
• Wang, X. (2013). Why students choose STEM majors. American Educational Research Journal, 50(5), 1081–1121. doi:10.3102/0002831213488622
   Web of Science ®Google Scholar
• Yamauchi, H., & Tanaka, K. (1998). Relations of autonomy, self-referenced beliefs, and self-regulated learning among Japanese children. Psychological Reports, 82(3), 803–816. doi:10.2466/PR0.82.3.803-816
   Web of Science ®Google Scholar
• Yu, R., & Singh, K. (2018). Teacher support, instructional practices, student motivation, and mathematics achievement in high school. Journal of Educational Research, 111(1), 81–94. doi:10.1080/00220671.2016.1204260
   Web of Science ®Google Scholar
• Zeldman, A., Ryan, R. M., & Fiscella, K. (2004). Motivation, autonomy support, and entity beliefs: Their role in methadone maintenance treatment. Journal of Social & Clinical Psychology, 23(5), 675–696. doi:10.1521/jscp.23.5.675.50744
   Web of Science ®Google Scholar
• Zhen, R., Liu, R.-D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210–216. doi:10.1016/j.lindif.2017.01.017
   Web of Science ®Google Scholar