Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates.

TLDR

The study discusses causes and consequences of the disturbingly low levels of motivation in older compared to younger children. The authors examined age differences in intrinsic and extrinsic motivation and their relationships to academic outcomes in an ethnically diverse sample of 797 children from third to eighth grade. Intrinsic and extrinsic motivation were only moderately correlated, with intrinsic motivation declining linearly from third to eighth grade and positively linked to grades and test scores, whereas extrinsic motivation showed little grade variation and was negatively associated with academic outcomes, with no significant sex or ethnicity differences.

Abstract

Age differences in intrinsic and extrinsic motivation and the relationships of each to academic outcomes were examined in an ethnically diverse sample of 797 3rd-grade through 8th-grade children. Using independent measures, the authors found intrinsic and extrinsic motivation to be only moderately correlated, suggesting that they may be largely orthogonal dimensions of motivation in school. Consistent with previous research, intrinsic motivation showed a significant linear decrease from 3rd grade through 8th grade and proved positively correlated with children’s grades and standardized test scores at all grade levels. Extrinsic motivation showed few differences across grade levels and proved negatively correlated with academic outcomes. Surprisingly few differences based on children’s sex or ethnicity were found. Causes and consequences of the disturbingly low levels of motivation for older, relative to younger, children are discussed.