Abstract
The present study questioned whether intrinsic vs. extrinsic motivation should be conceptualized as a trait among elementary school students. Previous instruments employing question formats that pit an intrinsic orientation against an extrinsic orientation typically result in normal distributions around the midpoint of the scale. Such a pattern could only result from a majority of children endorsing both intrinsic and extrinsic items. In the present study we investigated the hypothesis that such children may be intrinsically motivated in some school subjects but extrinsically motivated in others. Questions designed to assess motivational orientation in each of four academic subjects (math, social studies, English, and science) revealed three types of students: (a) those that were intrinsic in some subjects but extrinsic in others, (b) those that were intrinsic in all school subjects, and (c) those that were extrinsic in all school subjects. It was concluded that for the first group, motivational orientation does not function as a trait, but rather is specific to the academic content. However, for the second and third groups, motivational orientation does appear to be trait-like since children consistently report the same orientation across academic subjects. A similar analysis was applied to consistency vs. change over time where three groups were also identified. Discussion focused on the larger issues involving trait- vs. situation-specific approaches.
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Harter, S., Jackson, B.K. Trait vs. nontrait conceptualizations of intrinsic/extrinsic motivational orientation. Motiv Emot 16, 209–230 (1992). https://doi.org/10.1007/BF00991652
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DOI: https://doi.org/10.1007/BF00991652