Intrinsic Motivation to Learn: The Nexus Between Psychological Health and Academic Success

• Published in: California school psychologist Vol. 16; no. 1; pp. 91 - 100
• Main Authors: Froiland, John Mark, Oros, Emily, Smith, Liana, Hirchert, Tyrell
• Format: Journal Article
• Language: English
• Published: New York Springer-Verlag 01.01.2012; California Association of School Psychologists; Springer Science+Business Media, Inc; Springer Nature B.V
• Subjects: Academic Achievement; Behavior Change; Behavior Modification; Behavioral Science and Psychology; Child and School Psychology; Correlation; Education; Educational aspects; Educational Assessment; Educational Environment; Educational Psychology; Elementary Education; Elementary School Students; Elementary Schools; Elementary Secondary Education; Environment; General Article; Grade 1; Health aspects; High School Students; Homework; Incentives; Learner Engagement; Learning; Learning Motivation; Mental Health; Meta Analysis; Methods; Modeling (Psychology); Motivation; Motivation in education; National Competency Tests; Parenting Styles; Persistence; Positive Reinforcement; Professional Autonomy; Prosocial Behavior; Psychological aspects; Psychological Evaluation; Psychological Needs; Psychological Patterns; Psychology; Reading Fluency; Reading Motivation; Rewards; Self Determination; Self Motivation; Self-determination theory (Psychology); Student behavior; Students; United States; United States; Academic engagement; elementary school students; intrinsic motivation; high school students; parenting style; behavior change
• ISSN: 2159-2020; 2161-1505
• DOI: 10.1007/BF03340978

Intrinsic motivation (IM) to learn, if cultivated, can lead to many academic and social/emotional improvements among K-12 students. This article discusses intrinsic motivation to learn as it relates to Self Determination Theory and the trouble with relying solely on extrinsic motivators. The academic benefits of IM in the specific subject areas of reading and mathematics are reviewed, as well as various psychological benefits (e.g., enhanced persistence, prosocial behavior and happiness). Science-based methods of fostering IM in students are considered, especially enhancing children’s environments through elevating teacher and parental autonomy support. Suggestions for integrating intrinsic motivation with behavioral interventions are also provided.