ERIC Number: EJ1090274
Record Type: Journal
Publication Date: 2016-Mar
Abstractor: As Provided
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School
Froiland, John Mark; Worrell, Frank C.
Psychology in the Schools, v53 n3 p321-336 Mar 2016
Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high school. Intrinsic motivation to learn was indirectly and positively related to academic performance via classroom engagement. Seventy-five percent of the variance in engagement and 33% of the variance in GPA were explained by variables in the study. Results were generally replicated when the model was tested separately with the 336 African American students and the 311 Latin@ students. The significant indirect effect of intrinsic motivation to learn on GPA via engagement, as well as the positive direct association between learning goals and academic performance, suggest that students will benefit from schools fostering intrinsic motivation to learn and learning goals.
Descriptors: High School Students, Student Motivation, Student Educational Objectives, Learner Engagement, Academic Achievement, Structural Equation Models, Grade Point Average, African American Students, Hispanic American Students, Educational Benefits, Models, Student Diversity, Correlation
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A