Skip to main content

Motivation, Performance and Satisfaction at School

The Significance of the Achievement Motives - Autonomy Interaction

  • Chapter
Trends and Prospects in Motivation Research
  • 817 Accesses

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Aikin, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.

    Google Scholar 

  • Atkinson, J. W. & Birch, D. 1987. An introduction to motivation. New York: Van Nostrand.

    Google Scholar 

  • Atkinson, J. W., & Raynor, J. O. (1974). Motivation and achievement. Washington, DC: Winston & Sons.

    Google Scholar 

  • Beneware, C. A., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755–765.

    Google Scholar 

  • Birney, R., Burdick, H., & Teevan, R. (1969). Fear of failure. New York: Van Nostrand Reinhold.

    Google Scholar 

  • Brekke, A. (1981). Skolearbeidets opplevde instrumentelle verdis betydning for trivsel og skoletretthet for middels evnerike gutter og jenter med ulik prestasjonsmotivkarakteristika [The effect of perceived instrumental value of school work on satisfaction and boredom at school among boys of average intelligence and different personality characteristics]. Unpublished master thesis, University of Oslo, Norway.

    Google Scholar 

  • Cattell, R. B. (1957). Personality and motivation: Structure and measurement. New York: World Book.

    Google Scholar 

  • Cock, D. (1997) Motivasjon, trivsel og prestasjoner på skolen [Motivation, satisfaction and performance at school]. Unpublished master thesis, University of Oslo, Norway.

    Google Scholar 

  • Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysts for the behavioral sciences. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Darlington, R. B. (1990). Regression and linear models. New York: McGraw-Hill.

    Google Scholar 

  • deCharms, R. (1976). Enhancing motivation. Change in the classroom. New York. Irvington.

    Google Scholar 

  • Deci, E. L. (1997). Self-determined motivation and educational achievement. In T. Gjesme & R. Nygård (Eds.), Advances in motivation (pp. 201–216). Oslo: Scandinavian University Press.

    Google Scholar 

  • Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74, 580–590.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

    Google Scholar 

  • Deci, E. L., Schwartz, A. J., Sheinman, L, & Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650.

    Google Scholar 

  • Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.

    Article  Google Scholar 

  • Emmons, R. A. (1989). The personal striving approach to personality. In L. Pervin (Ed.), Goal concepts in personality and social psychology (pp. 87–126). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257–274.

    Article  Google Scholar 

  • Gjerdrum, A L., Bue, T., & Gundersen, A. (1989). Jeg regner [I am doing mathematics]. Oslo: Cappelen.

    Google Scholar 

  • Gjesme, T. (1971a). Motive to achieve success and motive to avoid failure in relation to school performance for pupils of different ability levels. Scandinavian Journal of Educational Research, 15, 81–99.

    Google Scholar 

  • Gjesme, T. (1971b). Initial study of the Achievement Motivation Scale (AMS). Preliminary Analyses of the Ms Scale. Unpublished report, University of Oslo, Norway.

    Google Scholar 

  • Gjesme, T. (1972). Sex differences in the relationship between test anxiety and school performance. Psycological Reports, 30, 907–914.

    Google Scholar 

  • Gjesme, T. (1973a). Sex differences in connection between need for achievement and school performance. Journal of Applied Psychology, 58, 270–272.

    Google Scholar 

  • Gjesme, T. (1973b). Achievement-related motives and school performance for girls. Journal of Personality and Social Psychology, 26, 131–136.

    Google Scholar 

  • Gjesme, T. (1974). Goal distance in time and its effects on the relations between achievement motives and performance. Journal of Research in Personality, 8, 161–171.

    Article  Google Scholar 

  • Gjesme, T. (1977). General satisfaction and boredom at school as a function of the pupils’ personality characteristics. Scandinavian Journal of Educational Research, 21, 113–146.

    Google Scholar 

  • Gjesme, T. (1981). Is there any future in achievement motivation? Motivation and Emotion, 5, 115–137.

    Article  Google Scholar 

  • Gjesme, T., & Nygård, R. (1970). Achievement-related motives: Theoretical considerations and constructions of a measuring instrument. Unpublished report, University of Oslo, Norway.

    Google Scholar 

  • Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.

    Article  PubMed  Google Scholar 

  • Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508–517.

    Article  Google Scholar 

  • Halvari, H. (1997). Moderator effects of age on the relation between achievement motives and performance. Journal of Research in Personality, 31, 303–318.

    Article  Google Scholar 

  • Heckhausen, H., Schmalt, H., & Schneider, K. (1985). Achievement motivation in perspective. San Diego, CA: Academic.

    Google Scholar 

  • Judd, C. M., & Kenny, D. A. (1981). Process analysis: Estimating mediations in treatment evaluations. Evaluation Review, 5, 602–619.

    Google Scholar 

  • Kirke-, Utdannings-, og Forskningsdepartementet (KUF) [The Royal Ministry of Education, Research and Church Affairs] (1987). Mønsterplan for grunnskolen [Curriculum for the primary school]. Oslo: Aschehoug.

    Google Scholar 

  • Kirke-, Utdannings-, og Forskningsdepartementet (KUF) [The Royal Ministry of Education, Research and Church Affairs] (1996). Lœreplanverket for den 10-ărige grunnskolen [Curriculum for the primary school]. Oslo: National Center for Educational Resources.

    Google Scholar 

  • Kuhl, J. (1982) The expectancy-value approach within the theory of social motivation: elaborations, extensions, critique. In N. T. Feather (Ed.), Expectations and actions: Expectancy-value models in psychology (pp. 125–163). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Man, F., Nygård, R., & Gjesme, T. (1994). The Achievement Motives Scale (AMS): Theoretical basis and results from a first try-out of a Czech form. Scandinavian Journal of Educational Research, 38, 209–218.

    Google Scholar 

  • McClelland, D. C. (1951). Personality. New York: Dryden.

    Google Scholar 

  • McClelland, D. C. (1987). Human motivation. New York: Cambridge University Press.

    Google Scholar 

  • Murray, H. (1938). Explorations in personality. New York: Oxford University Press.

    Google Scholar 

  • Nuttin, J. R. (1984). Motivation, planning and action: A relational theory of behavior dynamics. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Nygård, R. (1971). The Achievement Motive Scale (AMS). Initial studies of the M F -scale 2 , Unpublished report, University of Oslo, Norway.

    Google Scholar 

  • Nygård, R. (1977). Personality, situation, and persistence. A study with emphasis on achievement motivation. Oslo: Universitetsforlaget.

    Google Scholar 

  • Nygård, R., & Gjesme, T. (1972). Analyses of the Achievement Motive Scale (AMS). Reliability and validity. Unpublished report, University of Oslo, Norway.

    Google Scholar 

  • Pedhazur, E. J. (1982). Multiple regression in behavioral research: Explanation and prediction. Hinsdale, NJ: Dryden.

    Google Scholar 

  • Raynor, J. O. (1969). Future orientation and motivation of immediate activity: An elaboration of the theory of achievement motivation. Psychological Review, 76, 606–610.

    Google Scholar 

  • Rotter, J. B. (1954). Social learning and clinical psychology. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and intemalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.

    Article  PubMed  Google Scholar 

  • Spangler, W. D. (1992). Validity of questionnaire and TAT measures of need for achievement: Two meta-analyses. Psychological Bulletin, 112, 140–154.

    Article  Google Scholar 

  • Vallerand, R. J., Blais, M. R., Beière, N. M., & Pelletier, L. G. (1989). Construction et validation de ľEchelle de Motivation en Education (EME) [Construction and validation of the Academic Motivation Scale]. Canadian Journal of Behavioral Sciences, 21, 323–349.

    Google Scholar 

  • Valås, H. (1991). Elevenes indre motivasjon for matematikkfaget på ungdomstrinnet i grunnskolen. En studie med basis i Deci’ s motivasjonsteori [Intrinsic motivation in mathematics among students in Junior High School. A study based on Deci’s theory of motivation]. Unpublished doctoral dissertation, University of Trondheim, Norway.

    Google Scholar 

  • West, S. G., Aikin, L. S., & Krull, J. L. (1996) Experimental personality designs: Analyzing categorical by continuous variable interactions. Journal of Personality, 64, 1–48.

    PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2001 Kluwer Academic Publishers

About this chapter

Cite this chapter

Cock, D., Halvari, H. (2001). Motivation, Performance and Satisfaction at School. In: Efklides, A., Kuhl, J., Sorrentino, R.M. (eds) Trends and Prospects in Motivation Research. Springer, Dordrecht. https://doi.org/10.1007/0-306-47676-2_5

Download citation

  • DOI: https://doi.org/10.1007/0-306-47676-2_5

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-0-7923-6902-8

  • Online ISBN: 978-0-306-47676-1

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics