Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?
| dc.contributor.author | Wehe, Hillary S., author | |
| dc.contributor.author | Seger, Carol, advisor | |
| dc.contributor.author | Rhodes, Matthew, committee member | |
| dc.contributor.author | Conner, Bradley, committee member | |
| dc.contributor.author | Hoke, Kimberly, committee member | |
| dc.date.accessioned | 2007-01-03T06:11:41Z | |
| dc.date.available | 2007-01-03T06:11:41Z | |
| dc.date.issued | 2013 | |
| dc.description.abstract | This study extended the theory of the undermining effect on motivation to a learning context and examined the interaction with individual goals for learning. The undermining effect suggests that the removal of external rewards can decrease levels of internal motivation. Students possessing a desire to improve, or learning goal individuals, often appear to be more internally motivated to engage in challenging tasks, whereas, performance goal individuals tend to engage in tasks that confirm their intelligence. Students were assigned to either a reward or non-reward condition and completed a word-learning task. They were allowed to engage in studying the words during a free period. An undermining effect was found: A greater amount of time was spent studying by individuals in the non-reward group, no matter the personal goals for learning. Learning goal subjects were hypothesized to show little difference in study time between groups, whereas performance goal subjects were predicted to be more sensitive to motivational undermining and therefore engage in the task more in the non-reward group; however, the interaction between undermining and goal orientation was not significant and these hypotheses were not supported. These results have significant implications for verifying the impact of motivation on learning behaviors and provide support for the encouragement of intrinsic motivation and contribute to the current literature exploring the cause for differences in performance success among students. | |
| dc.format.medium | born digital | |
| dc.format.medium | masters theses | |
| dc.identifier | Wehe_colostate_0053N_12132.pdf | |
| dc.identifier | ETDF2013500437PSYC | |
| dc.identifier.uri | http://hdl.handle.net/10217/81061 | |
| dc.language | English | |
| dc.language.iso | eng | |
| dc.publisher | Colorado State University. Libraries | |
| dc.relation.ispartof | 2000-2019 | |
| dc.rights | Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. | |
| dc.subject | motivation | |
| dc.subject | undermining effect | |
| dc.title | Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects? | |
| dc.type | Text | |
| dcterms.rights.dpla | This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). | |
| thesis.degree.discipline | Psychology | |
| thesis.degree.grantor | Colorado State University | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Science (M.S.) |
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