The Effect of Intrinsic and Extrinsic Motivation on Student Success in a Magnet Program
School Name
Spring Valley High School
Grade Level
10th Grade
Presentation Topic
Behavioral Science
Presentation Type
Non-Mentored
Abstract
Students may be motivated to join a magnet, or a specialized academic program, in secondary school for various reasons. Whether students are intrinsically or extrinsically motivated to join their magnet can be essential for understanding and predicting their success in the program. The purpose of this study was to examine how the type of motivation of magnet students was associated with their perceived learning, academic achievement, and satisfaction. It was hypothesized that students who were intrinsically motivated would have greater perceived learning, academic achievement, and satisfaction than students who were extrinsically motivated due to the potentially harmful effects of extrinsic motivation observed in various studies. Students in the Discovery and Explorations magnet programs at Spring Valley High School were asked to complete a survey to test this hypothesis, and three chi-square tests of independence were conducted to analyze the significance of the data. Results showed that the type of motivation was independent of perceived learning, χ2 (1, N = 90) = 1.56, p = .211, and academic achievement, χ2 (1, N = 82) = 0.09, p = .767. However, type of motivation was significantly correlated with satisfaction, χ2 (1, N = 83) = 4.63, p = .031. These findings suggest that students who are intrinsically motivated to join their magnet programs are more likely to be highly satisfied with their academic experience than extrinsically motivated students are.
Recommended Citation
Lee, Jisoo, "The Effect of Intrinsic and Extrinsic Motivation on Student Success in a Magnet Program" (2022). South Carolina Junior Academy of Science. 26.
https://scholarexchange.furman.edu/scjas/2022/all/26
Location
B&E 237
Start Date
4-2-2022 9:00 AM
Presentation Format
Oral and Written
Group Project
No
The Effect of Intrinsic and Extrinsic Motivation on Student Success in a Magnet Program
B&E 237
Students may be motivated to join a magnet, or a specialized academic program, in secondary school for various reasons. Whether students are intrinsically or extrinsically motivated to join their magnet can be essential for understanding and predicting their success in the program. The purpose of this study was to examine how the type of motivation of magnet students was associated with their perceived learning, academic achievement, and satisfaction. It was hypothesized that students who were intrinsically motivated would have greater perceived learning, academic achievement, and satisfaction than students who were extrinsically motivated due to the potentially harmful effects of extrinsic motivation observed in various studies. Students in the Discovery and Explorations magnet programs at Spring Valley High School were asked to complete a survey to test this hypothesis, and three chi-square tests of independence were conducted to analyze the significance of the data. Results showed that the type of motivation was independent of perceived learning, χ2 (1, N = 90) = 1.56, p = .211, and academic achievement, χ2 (1, N = 82) = 0.09, p = .767. However, type of motivation was significantly correlated with satisfaction, χ2 (1, N = 83) = 4.63, p = .031. These findings suggest that students who are intrinsically motivated to join their magnet programs are more likely to be highly satisfied with their academic experience than extrinsically motivated students are.
