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The relationship between motivation and achievement in interdependent situations

Title
The relationship between motivation and achievement in interdependent situations
Author
신태섭
Keywords
INDIVIDUALISTIC GOAL STRUCTURES; ACADEMIC-ACHIEVEMENT; INTRINSIC MOTIVATION; STUDENT MOTIVATION; CLASSROOM; COMPETITION; METAANALYSIS; PERFORMANCE; ORIENTATION; CHILDREN
Issue Date
2014-09
Publisher
WILEY-BLACKWELL
Citation
JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, SEP 2014, 44(9), p622-p633, 12p.
Abstract
This meta-analysis investigates the degree to which achievement is positively associated with motivation within situations characterized by positive, negative, and no interdependence. First, the relative effects of positive, negative, and no interdependence on motivation and achievement were determined. Then the amount of variance in achievement explained by motivation (and vice versa) was calculated. In all, 629 independent studies were included, representing 26 different countries. Results also showed that motivation accounted for 14% of the variance in achievement (and vice versa). When the lowest-quality studies were eliminated, the percentage of achievement explained by motivation increased to 24%. Positive interdependence resulted in greater motivation and achievement than did negative or no interdependence. Implications for theory and application are discussed.
URI
http://onlinelibrary.wiley.com/doi/10.1111/jasp.12280/abstracthttp://hdl.handle.net/20.500.11754/48742
ISSN
0021-9029; 1559-1816
DOI
10.1111/jasp.12280
Appears in Collections:
OFFICE OF ACADEMIC AFFAIRS[S](교무처) > ETC
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