Does instrumental motivation help students with low intrinsic motivation? Comparison between Western and Confucian students
Publication in refereed journal

香港中文大學研究人員
替代計量分析
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其它資訊
摘要The research examines possible differences in the mutual reinforcement (i.e. multiplicative) effect between intrinsic and instrumental motivation on academic performance across different cultures. Eight representative countries and economies from two large‐scale databases—the Trends in International Mathematics and Science Study (TIMSS) 2011 and the Programme for International Student Assessment (PISA) 2012—were used, respectively. Results showed that among the Confucian economies, instrumental motivation was more helpful in improving the mathematics performance of students with low intrinsic motivation than for those with high intrinsic motivation. This was shown by the multiplicative effect between intrinsic and instrumental motivation. Despite the difference, students in both Confucian and Western cultures with high intrinsic motivation had better mathematics performance than students with low intrinsic motivation.
著者Yuan Liu, Kit-Tai Hau, Xin Zheng
期刊名稱International Journal of Psychology
出版年份2020
月份4
卷號55
期次2
頁次182 - 191
國際標準期刊號0020-7594
語言美式英語

上次更新時間 2020-15-11 於 02:28