Intrinsic Motivation of the High and Low Academic Achievers

Muniza Malik^1, and Nagina Parveen¹

¹Department of Psychology, University of Sindh, Jamshoro, Sindh, Pakistan

Cite this paper:
Muniza Malik and Nagina Parveen. Intrinsic Motivation of the High and Low Academic Achievers. American Journal of Educational Research. 2015; 3(11):1481-1483. doi: 10.12691/education-3-11-20

Abstract

Present study was conducted to analyze the differences in the intrinsic motivation of the high and low academic achievers. Sample (n = 600) of the study was comprised of high academic achievers (n= 300; male=150, female= 150) and low academic achievers (n= 300; male= 150, female= 150). Age range of the participants was 17-19 years. Sample of the high and low academic achievers was collected through purposive sampling technique from different male and female colleges of Hyderabad city of Pakistan. Intrinsic Motivation Inventory was used for data collection. t-tests were computed to measure the differences in the intrinsic motivation of the high and low academic achievers and gender differences in the motivation of high and low achievers. Findings revealed significant differences in the intrinsic motivation of the high and low academic achievers and more tension in the low academic achievers. High achiever females found more competent, consider studies more useful and take some more pressure of completing academic tasks than the male high achievers.

Keywords:
intrinsic motivation high and low academic achievers

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Addiba, F. Study of attributions of low achievers and high achievers about the perceived causes of their success and failure. Unpublished PhD Dissertation in Education, University of Arid Agriculture, Rawalpindi. Pakistan. 2004.
[2]	Bhatta, C. P. “Holistic personality development through Education: Ancient Indian cultural experiences.” Paper presented at the International Cultural Research Network and University of Strathclyde conference on Exploring Cultural Perspectives in Education,Glasgow, Scotland. 2007.
[3]	Boggiano, A. K., and Ruble, D. N. “Competence and overjustifictation: A developmental approach.” Journal of Personality and Social Psychology, 37, 1462-1468, 1979.
[4]	Cortright,R. N., Lujan, L.L., Blumberg, A.J., Cox, J. H., and DiCarlo, S.E. “Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students.” Advances in Physiology Education, 37(3), 227-232.
[5]	Crede, M., and Kuncel, N. R. “Study habits, skills and attitude: The third pillar supporting collegiate performance.” Perspectives on Psychological Science, 3, 425-453, 2008.
[6]	Deci, E. L. “Effects of externally mediated rewards on intrinsic motivation”.Journal of Personality and Social Psychology, 18,105-115, 1971.
[7]	Deci, E.L., and Ryan, R. M. “Intrinsic Motivation and Self–determination in human behaviour”. New York: Plenum Press.1985.
[8]	Deci, E. L., Vallerand, R.J. Pelletier, L.G. and Ryan, R.M.(1991). “Motivation and education: the self-determination perspective”. Educational Psychologist, 26, 325-346.1991.
[9]	Fortier, M. S., Vallerand, R. J., and Guay, F. “Academic motivation and school performance: Toward a structural model”. Contemporary Educational Psychology, 20, 257-274.1995.
[10]	Guay, F.,and Vallerand, R. J. (1997). “Social context, student’s motivation and academic achievement: Toward a process model”. Social Psychology of Education, 211-233.1997.
[11]	Narayanan, R., Rajasekaran N. N., and Iyyappan, S.. “Do female students have higher motivation than male students in learning of English at the tertiary level?” http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_ SearchValue_0=ED496970&ERICExtSearch_SearchType_0=no&accno=ED496970, 2013.
[12]	Nuthana, P.G., and Yenagi, G.V. (2009). “Influence of study habits, self-concept on academic achievement of boys and girls”. Karnataka Journal of Agriculture science, 22 (5), 1 135-1 138. 2005.
[13]	Perry, R. P., Hladkyj, S., Pekrun, R. P., Clifton, R. A., and Chipperfield, J. G. “Perceived academic control and failure in college students: A three –year study of scholastic attainment”, Research in Higher Education, 46 (5),535- 569. 2005.
[14]	Ratelle, C. F., Guay, F., Vallerand, R, J. Larose, S., and Senecal, C. “Autonomous,controlled,and amotivated types of academic motivation: A person-oriented analysis”. Journal of Educational Psychology, 99, 734-746. 2007.
[15]	Ryan, R.M. “Control and information in the intrapersonal sphere”. Journal of Personality and Social Psychology, 43, 451-460. 1982.
[16]	Ryan, R. M., and Connell, J. P. “Perceived locus of causality and internalization: Examining reasons for acting in two dimensions.” Journal of Personality and Social Psychology, 57, 767-779.1989.
[17]	Sansgiry, S. S., Bhosle, M., and Sail, K. “Factors that affect academic performance among pharmacy students”. American Journal of Pharmaceutical Education, 70(5),1-9.2006.
[18]	Schatt, M. D. “High School Instrumental Music Students' Attitudes and Beliefs regarding Practice: An Application of Attribution Theory”. Applications of Research in Music Education, 29(2), 29-40.2011.
[19]	Yau, H.K., Kan, M. S. and Cheng, A. L. “Gender differences on intrinsic motivation in Hong Kong higher education.” E-Journal of Organizational learning and leadership, 9(2), 63-80. 2011.