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ERIC Number: EJ1115897
Record Type: Journal
Publication Date: 2016-Dec
Pages: 2
Abstractor: ERIC
ISSN: ISSN-1043-4046
Intrinsic Motivation: An Overlooked Component for Student Success
Augustyniak, Robert A.; Ables, Adrienne Z.; Guilford, Philip; Lujan, Heidi L.; Cortright, Ronald N.; DiCarlo, Stephen E.
Advances in Physiology Education, v40 n4 p465-466 Dec 2016
Intrinsic motivation to learn involves engaging in learning opportunities because they are seen as enjoyable, interesting, or relevant to meeting one's core psychological needs. As a result, intrinsic motivation is associated with high levels of effort and task performance. Students with greater levels of intrinsic motivation demonstrate strong conceptual learning, improved memory, and high overall achievement in school. Because intrinsic motivation has such a positive impact on school performance, administration of the Intrinsic Motivation Inventory (IMI), a survey that assesses levels of intrinsic motivation, followed the traditional course in renal physiology taken by second-year medical students. The tool assessed students' interest and enjoyment, perceived competence, perceived choice, and relatedness while performing a specific activity. There is strong support for use of this assessment tool to evaluate an individual's intrinsic motivation in terms of both the validity and reliability, and educators are profoundly interested in how to motivate individuals they educate to mobilize their efforts and persist at tasks inside and outside the classroom. Although students are often moved by external rewards such as grades or evaluations, students are motivated mainly from within by interests and curiosity. These intrinsic motivations can sustain passions, creativity, and efforts toward learning.
American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A