Susan Harter

PDFHA1 | Descriptive Abstract | This article reports on a new self-report scale that taps a child's intrinsic versus extrinsic orientation toward learning and mastery in the classroom. Five separate dimensions are defined by an intrinsic and an extrinsic pole: preference for challenge versus preference for easy work, curiosity/interest versus teacher approval, independent mastery attempts versus dependence on the teacher, independent judgment versus reliance on the teacher's judgment, and show more internal versus external criteria for success/failure. The reliability and factorial validity of the scale have
been adequately demonstrated. Additional validity studies are reported. Higher-order factoring reveals two distinct clusters of subscales: The first three dimensions form one factor and are interpreted as more motivational; the remaining two are viewed as more cognitive-informational. Developmental data reveal that across Grades 3-9 there is a shift from intrinsic to extrinsic on the first motivational cluster. Conversely, there is a dramatic developmental shift from extrinsic to intrinsic in the cognitive-informational cluster. Interpretations for these developmental differences are advanced, and the educational implications are explored. The discussion focuses on the need to be precise in our conceptualization and operationalization of the term intrinsic motivation |

Contents
1. Introuduction pg. 1
2. Method pg. 3
3. Original Scale Structure pg. 3
4. Question Format pg. 3
5. Results pg. 3
-- Figure I . Sample item
-- Revised Scale Structure
-- Factorial Validity of the Revised Scale
-- Table 1 Intrinsic Versus Extrinsic Orientation in the Classroom
-- Item Means and Standard Deviations
-- Reliability
-- Developmental Trends in Subscale Means
-- Table 2 Sample Items and Scoring for Each of the Five Subscales
-- Intercorrelations Among Subscales
-- Table 3 Factor Structure From Oblique Rotation, Based on Data from 761 Third Through Sixth Graders (Sample D)
-- Validity
-- Figure 2. Mean score by grade level for each subscale
-- Table 4 Intercorrelations Among Subscales
6. Discussion pg. 9
-- Interpretation of Subscale Clusters
-- Developmental Trends
-- Intrinsic Motivation as a Construct
-- Potential Uses of the Scale
7. Reference Notes pg. 12
8. Manuscripts Accepted for Publication pg. 13

SA - https://www.librarything.com/work/32378815/book/265630191 | https://www.librarything.com/work/32339071/book/265073027 | https://www.librarything.com/work/32171834/book/263016838 | https://www.librarything.com/work/20480775/book/262967818 | https://www.librarything.com/work/31921175/book/260821298 |
RT - Predisposition
BT - Motivation
NT - Psychology
UF - This article is about the creation of a scale to measure extrinsic and intrinsic motivation within the primary school classroom.
SN - This PDF was downloaded from the internet server/database where the journal is stored. (This entry does not reference a hierarchical list) show less