Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance

The aim of this study was two-fold; first, to examine the relationship between motivational orientations and adjustment to university, stress, and well-being in a sample of students during their second year of university and second, to assess the predictive value of motivational orientations in determining subsequent academic performance. Controlling for gender and age, amotivated behaviors led to worse psychosocial adjustment to university, higher levels of perceived stress, and greater psychological distress while studying. In contrast, intrinsically motivated behaviors (to know) were associated with lower levels of stress. In relation to academic performance, neither extrinsic or intrinsic motivation, nor amotivation were related to subsequent academic achievement. Both gender and entry qualifications were significant predictors of performance; women and those individuals with greater academic aptitude prior to entering university had higher marks. These results are discussed with reference to Deci and Ryan’s (1985, 1991) self-determination theory.

[1]  S. Fisher,et al.  The stress of the transition to university: a longitudinal study of psychological disturbance, absent-mindedness and vulnerability to homesickness. , 1987, British journal of psychology.

[2]  Robert J. Vallerand,et al.  Autonomy Support, Intrinsic Motivation, and Perceived Competence: Conceptual and Empirical Linkages , 2001 .

[3]  Edward L. Deci,et al.  When rewards compete with nature: The undermining of intrinsic motivation and Self-Regulation , 2000 .

[4]  E. Mabie.  A Study of the Conversation of First Grade Pupils during Free Play Periods , 1931 .

[5]  Luo Lu,et al.  University transition: major and minor life stressors, personality characteristics and mental health , 1994, Psychological Medicine.

[6]  Paul D. Williams,et al.  A user's guide to the General Health Questionnaire , 1988 .

[7]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[8]  Shelley E. Taylor,et al.  Modeling cognitive adaptation: a longitudinal investigation of the impact of individual differences and coping on college adjustment and performance. , 1992, Journal of personality and social psychology.

[9]  L. Rooijen.  Advanced students' adaptation to college , 1986 .

[10]  R. Vallerand,et al.  Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. , 1992 .

[11]  W. Frank Hull,et al.  Foreign students in the United States of America: Coping behavior within the educational environment , 1978 .

[12]  R. J. Vallerand,et al.  Construction et validation de I'echelle de motivation en educa- tion (EME) , 1989 .

[13]  T. Daugherty,et al.  A longitudinal study of academic and social predictors of college attrition. , 1999 .

[14]  Kenneth O. McGraw,et al.  Evidence of a detrimental effect of extrinsic incentives on breaking a mental set. , 1979 .

[15]  C Peterson,et al.  Causal explanations as a risk factor for depression: theory and evidence. , 1984, Psychological review.

[16]  Andrew Steptoe,et al.  Stress, personal control and health. , 1989 .

[17]  Carole A. Ames,et al.  Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes , 1988 .

[18]  E. Deci,et al.  Quality of Learning With an Active Versus Passive Motivational Set , 1984 .

[19]  R. Vallerand,et al.  Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. , 1997, Journal of personality and social psychology.

[20]  D. Goldberg.  The detection of psychiatric illness by questionnaire : a technique for the identification and assessment of non-psychotic psychiatric illness , 1972 .

[21]  Edward L. Deci,et al.  Intrinsic Motivation and Self-Determination in Human Behavior , 1975, Perspectives in Social Psychology.

[22]  B. Zimmerman.  Self-efficacy and educational development , 1995 .

[23]  J. Berry,et al.  Acculturation experiences, appraisal, coping, and adaptation: A comparison of Hong Kong Chinese, French, and English students in Canada. , 1989 .

[24]  K. Power,et al.  Individual differences, social support and coping with the examination stress: a study of the psychosocial and academic adjustment of first year home students , 1999 .

[25]  Frank J. Bernieri,et al.  Setting limits on children's behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity , 1984 .

[26]  Edward L. Deci,et al.  Autonomy, relatedness, and the self: Their relation to development and psychopathology. , 1995 .

[27]  Luo Lu.  Adaptation to British universities:homesickness and mental health of Chinese students , 1990 .

[28]  R. Baker,et al.  Measuring Adjustment to College , 1984 .

[29]  R. Ryan,et al.  Psychological needs and the facilitation of integrative processes. , 1995, Journal of personality.

[30]  R. Vallerand.  Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation , 1997 .

[31]  David Allen.  DESIRE TO FINISH COLLEGE: An Empirical Link Between Motivation and Persistence , 1999 .

[32]  Thomas E. Joiner,et al.  Shyness and low social support as interactive diatheses, with loneliness as mediator: testing an interpersonal-personality view of vulnerability to depressive symptoms. , 1997, Journal of abnormal psychology.

[33]  R. Ryan,et al.  Autonomy in children's learning: an experimental and individual difference investigation. , 1987, Journal of personality and social psychology.

[34]  E. Deci,et al.  Human autonomy: The basis for true self-esteem. , 1995 .

[35]  D. Watson,et al.  Negative affectivity: the disposition to experience aversive emotional states. , 1984, Psychological bulletin.

[36]  T. Kamarck,et al.  A global measure of perceived stress. , 1983, Journal of health and social behavior.

[37]  Evelyne F. Vallières,et al.  The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education , 1992 .

[38]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[39]  E. Deci,et al.  A motivational approach to self: integration in personality. , 1990, Nebraska Symposium on Motivation. Nebraska Symposium on Motivation.

[40]  S. Harter.  A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. , 1981 .