Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese 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 int...
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| Published in | Journal of personality Vol. 88; no. 3; pp. 584 - 595 |
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| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
United States
Blackwell Publishing Ltd
01.06.2020
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| Subjects | |
| Online Access | Get full text |
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| 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. |
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| AbstractList | 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.OBJECTIVEFor 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.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.METHODA 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.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.RESULTSThe 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.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.CONCLUSIONSFor 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. 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. 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. 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. 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. ObjectiveFor 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.MethodA 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.ResultsThe 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.ConclusionsFor 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. |
| Author | Wu, Jing Wang, Xiaofang Liu, Yuan Liu, Hongyun Zheng, Xin Hau, Kit‐Tai |
| Author_xml | – sequence: 1 givenname: Yuan orcidid: 0000-0002-6859-2802 surname: Liu fullname: Liu, Yuan organization: Ministry of Education – sequence: 2 givenname: Kit‐Tai surname: Hau fullname: Hau, Kit‐Tai organization: The Chinese University of Hong Kong – sequence: 3 givenname: Hongyun surname: Liu fullname: Liu, Hongyun organization: Beijing Normal University – sequence: 4 givenname: Jing surname: Wu fullname: Wu, Jing organization: Shenzhen Chuangyuan Education & Technology Corporation Limited – sequence: 5 givenname: Xiaofang surname: Wang fullname: Wang, Xiaofang organization: Shenzhen University – sequence: 6 givenname: Xin surname: Zheng fullname: Zheng, Xin email: zhengxedu@163.com organization: Southwest University |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/31498427$$D View this record in MEDLINE/PubMed |
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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... 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... ObjectiveFor Chinese students, learning is seen as their duty and obligation to the society and their parents. Thus, in contrast to the Western students, the... |
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| SubjectTerms | Academic achievement Asian students Chinese culture Extrinsic motivation Intrinsic motivation Longitudinal studies Motivation multiplicative effect Students |
| Title | Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students |
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