Autonomous motivation and meta-cognitive strategies as predictors of academic performance: Does intrinsic motivation predict academic performance?

Takuma Nishimura, Shigeo Kawamura, Shigeo Sakurai

    Research output: Contribution to journalArticle

    16 Citations (Scopus)

    Abstract

    The purpose of the present study was to examine differential effects of intrinsic and identified motivation on the academic performance of Japanese junior high school students, focusing on the relation between those motivations and meta-cognitive strategies. It was hypothesized that intrinsic motivation was independent of academic performance, whereas identified motivation was dependent on it, through the meta-cognitive strategies. A scale was developed, based on self-determination theory, for measuring academic motivation. In Study 1, the reliability and validity of the scale was confirmed. In Study 2, path analysis was used to develop a causal model that supported the above hypothesis. These results suggest that identified motivation is a significant factor in academic performance.

    Original languageEnglish
    Pages (from-to)77-87
    Number of pages11
    JournalJapanese Journal of Educational Psychology
    Volume59
    Issue number1
    DOIs
    Publication statusPublished - 2011

    Fingerprint

    intrinsic motivation
    Motivation
    performance
    path analysis
    Personal Autonomy
    self-determination
    Reproducibility of Results
    Students
    school
    student

    Keywords

    • Academic motivation
    • Academic performance
    • Junior high school students
    • Longitudinal study
    • Self-determination theory

    ASJC Scopus subject areas

    • Developmental and Educational Psychology
    • Education

    Cite this

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