NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1208987
Record Type: Journal
Publication Date: 2019-Apr
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1387-1579
Promoting Performance and Motivation through a Combination of Intrinsic Motivation Stimulation and an Extrinsic Incentive
Wijsman, Lindy A.; Saab, Nadira; Schuitema, Jaap; van Driel, Jan H.; Westenberg, P. Michiel
Learning Environments Research, v22 n1 p65-81 Apr 2019
During the early stages of secondary education students' motivation and performance levels decline. This study employed a case study approach to evaluate a learning environment called GUTS; Differentiated Challenging of Talent in School. GUTS was specifically designed to raise performance and motivation through a combination of (a) talent lessons as an intrinsic motivator and (b) a higher promotion standard as an extrinsic incentive. Participants were 156 students who started secondary education in grade 7 in school year 2013/2014, and participated in GUTS for three successive school years. Performance and motivation measures were longitudinally collected between grades 7 and 9 and were analysed in comparison to previous cohorts of students at the same school and students at other schools. Additionally, measures of well-being and self-esteem were included to explore possible collateral effects of the intervention. The GUTS cohort displayed generally higher levels of performance and motivation than the comparison groups. However, the GUTS cohort still showed the decline of performance and motivation between grades 7 and 9 that was also observed in the comparison groups. This study showed that performance and motivation levels were increased without collateral damage to the students' overall sense of well-being and self-esteem, while GUTS was not a strong enough intervention to counter the motivation and performance decline over time. Possible reasons for the persistent decline of student performance and motivation are discussed in terms of various factors at the level of GUTS, the educational context and the needs of the developing adolescent.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Elementary Education; Grade 7; Junior High Schools; Middle Schools; Grade 8; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A