TYPES OF MOTIVATION AND STUDENT ACHIEVEMENT
IN GRADE EIGHT SCIENCE
by
Randall T. Barr
B.ED. (Sec.), University ofBritish Columbia, 1980

PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION
m

EDUCATION

© Randall T. Barr, 2002

University ofNorthem British Columbia
May 2002
All rights reserved. This work may not be
reproduced in whole or in part, by photocopy
or other means, without the permission of the author.

UNIVERSITY Of NORTHERN
BRITISH COLUMBIA
LIBRARY
Prince George, BC

Types ofMotivation

2

Abstract
This research project examined how types of student motivation are related to school
achievement in Grade 8 science. A sample of 44 students, 23 males and 21 females from a
small interior British Columbia city, participated in the study. The study used the Adolescent
Academic Motivation Scale (AAMS) to evaluate the student's primary self-regulatory and
motivational style. Studen~s were then assigned to Group 1 if they were less self-determined
and extrinsically motivated and to Group 2 if they were more self-determined and
intrinsically motivated. The overall achievement score of each student at the end of Term 1
was used to calculate the achievement mean for each group. The analysis between the
respective group means revealed that the more intrinsically motivated group achieved
significantly higher scores than the more extrinsically motivated group. These findings
suggest that encouraging the development of self-determination and using instructional
strategies that foster intrinsic motivation should be an important goal for educators.

Types ofMotivation

Contents
Chapter 1

Introduction I 4
Research Problem I 4
Literature Review I 4
Rationale and Research Hypothesis I 8

Chapter 2

Method I 10
Subjects I 10
Instruments I 11
Procedure I 13

Chapter 3

Results I 15
Background Data I 15
t-Test Results I 19
Ancillary Analysis I 20

Chapter 4

Discussion I 21
Limitations to Study I 28

References I 32
Appendices I 34
A.
B.
C.
D.
E.
F.
G.

H.

Summary ofAAMS Survey Results I 34
AAMS I 37
Letter Requesting Permission to Superintendent ( cc to School Principal) I 39
Permission from Author to Use AAMS I 40
Letter ofConsent from Superintendent I 41
Letter of Consent from School Principal. / 42
Letter of Consent to Parents/Students I 43
Letter of Permission from UNBC Research Ethics Board I 44

3

Types ofMotivation

4

Types ofMotivation and Student Achievement in Grade Eight Science
Research Problem
Motivation to learn is an important concept in education. Motivation is relevant to
learning because learning is an active process requiring conscious and deliberate activity
(Stipek, 1998). As educators at the junior high school level, we face the daily struggle of
generating intrinsic interest in the tasks that we assign our students. We have all been
inspired by the student that arrives in our classroom with a genuine enthusiasm to learn and
willingness to challenge and persist at the work that we present them. However, early
adolescence sees a great number of students unwilling to participate in classroom activities,
or only reluctantly so for expected marks and other tangible rewards. These unmotivated
students can present management problems to their teachers and even become a destructive
influence on the classroom environment.
When examining the subject of adolescent motivation, several questions arise. What
are the primary motivational styles of these junior secondary students and how are they
related to achievement? If intrinsic motivation, as research suggests, is related to higher
achievement, how can we move our extrinsically motivated students in this direction?
Educators need to examine their teaching strategies and classroom environments for ways
and means of enhancing intrinsic motivation.
Literature Review
Weiner (1979) explored these questions in his research on motivation. He identified
three central dimensions of stability, locus, and control as being causally related to
achievement in his attribution theory of motivation. In general, high achievement was
connected to a more internal locus of control. Low achievement was often connected to

Types ofMotivation

5

"learned helplessness" which is a belief that achievement is independent ofwhat a person
does.
A number of researchers have found a strong correlation between academic
motivation and school achievement. Gottfried's (1985) research supports this view and
suggests that academic intrinsic orientation is differentiated into school subject areas. She
studied students in fourth and seventh grades and compared their achievement with scores on
the Children's Academic Intrinsic Motivation Inventory. Her research added support to the
importance of intrinsic motivation and to the varying levels of motivation across different
subject areas.
Hom ( 1991) argues that the results of extrinsic motivation are temporary and
disappear when the reward is taken away. As extrinsic motivation is not lasting Hom
suggests that increasing intrinsic motivation in classrooms will achieve more long-term
results.
Anderman and Maehr ( 1994) review recent research developments on motivation
during adolescence and how they may be applied to educational change in the middle grades.
Their focus was on the social cognitive theories of motivation. Research identifies major
motivational shifts and declines at the transition from elementary to junior secondary or
middle school. One of the major findings is that changes in classroom environments during
this transition are directly linked to the changes in student motivation and performance.
Educators are implored to attend to these important social considerations as student
investment in schooling during early adolescence can have long term effects on career and
life choices.
Cordova and Lepper ( 1996) conducted an experiment examining the effects of

Types ofMotivation

6

contextualization, personalization, and choice on enhancing intrinsic motivation. Their
research premise centered on the idea that the clearly documented decline in intrinsic
motivation as students progress through grade school could be explained by the requirements
to perform increasingly abstract concepts in seemingly irrelevant contexts and with little or
no choice as to the activities they engaged in. Using a computer based instructional unit, the
authors produced a convincing body of evidence that opportunities for choice and contexts
that were personally relevant and had practical significance helped to foster intrinsic
motivation in students.
Anderson and Midgley (1998) summarized three currently prominent motivational
theories that have both special relevance for young adolescent students and implications for
teachers in the classroom. These include attribution theory r.yv einer, 1979) which
emphasizes the students' perception of their experiences in school; goal theory (Maehr &
Midgley, 1991) which stresses the reasons students perceive for attempting tasks and
achieving; and self-determination theory (Deci & Ryan, 1985) that suggest students have
three categories of needs: relatedness, competence, and autonomy. Task oriented goals are
driven by the need to feel personal improvement and gain understanding whereas ability
oriented goals are driven by the need to demonstrate competence in comparison to others.
Teachers need to be aware of what students believe about their abilities and must focus on
task-oriented goals rather than ability-oriented goals. Teachers must also make attempts to
provide choice and decision making power to students in order to foster a sense of autonomy.
Deci and Ryan (2000) examined recent research stemming from their selfdetermination theory and their six sub-category motivational continuum. The research was
primarily focussed on the study of different social and contextual environments. It led the

Types ofMotivation

7

authors to suggest that self-motivation is enhanced by the satisfaction of three basic
psychological needs: competence, autonomy, and relatedness. Conditions that foster the
satisfaction of these needs produce curious, inspired, confident and intrinsically motivated
children. Conditions that prevent the attainment of this satisfaction not only lead to reduced
motivation but also may contribute to apathetic and alienated individuals who believe they
have no control over their lives and, thus, assume no responsibility for their own behaviour.
The study summarizes specific implications for educators in terms of the types and nature of
classroom discourse and climate that are optimal for the facilitation of intrinsic motivation in
their students.
Karsenti and Thibert (1995) specifically looked at motivation in high school students.
They used the Adolescents' Academic Motivation Scale (AAMS) to assess students'
motivational styles. They were able to place students on a continuum from amotivated to
intrinsically motivated. An amotivated student is simply non-motivated, refusing to
participate in any classroom activities. They then compared the students' grade point
averages with the scores they received on the AAMS. This study found that academic
motivation is significantly related to grade point average, and that motivation does not occur
under the same conditions for boys and girls or for junior high and senior high students.
They suggest that further study of amotivation could lead to better understanding of
adolescent academic motivation and identification of at-risk students.
Karsenti and Thibert ( 1996) developed and tested the Elementary School Motivation
Scale (ESMS) to assess the same continuum of motivational style in elementary school

children. The results of their study of elementary school students replicated the findings of
earlier studies that used similar instruments and high school and junior college students. The

Types ofMotivation

8

research also provided statistical support for the existence of the self-determination
continuum proposed by Deci and Ryan (1985).
Rationale and Research Hypothesis
The purpose of this research was to examine the types of motivation which are related
to achievement in grade eight science classes. The researcher compared the academic
achievement of highly self-determined students with students who were much less motivated,
and suggests ways that educators can use the results.
This research project was based on the theory of motivation developed by Deci and
Ryan (1985). This theory proposes three main types of motivation that can be placed on a
continuum with the most self-determining at one end and the least self-determining at the
other. The three main types are intrinsic motivation, extrinsic motivation and amotivation.
In this theory, intrinsic motivation is based on the assumption that humans are
naturally motivated to develop their intellectual and other competencies and that they take
pleasure in their accomplishments (Stipek, 1998). An example of this would be a student
becoming very interested in a topic and eagerly trying to expand his knowledge.
Extrinsic motivation is defined as motivation that comes from outside of oneself A
student employs behaviours which are a means to an end and not for their own sake
(Deci, 1975). However, more recently Deci and Ryan (1985) have formulated a more
differentiated self-determination theory that elaborates four types of extrinsic motivation (see
Table 1). From lower to higher levels of self-determination, the four types are
conceptualized as external, introjected, identified and integrated regulation.
The ftrst step toward self-determination is external regulation. This is behaviour that
is motivated through constraints and rewards. The reinforcement theory of motivation

Types ofMotivation

9

Table 1

Self-Determination Continuum and Corresponding Types ofMotivation
Extrinsic Motivation

Amotivation
Non-Regulated

Intrinsic Motivation

j External

Introjected

Identified

Integrated

'
j

Regulation

Regulation

Regulation

Regulation

Non-self-Determined

Intrinsic Regulation
Self-Determined

suggests that rewards and punishments will motivate students to learn. An example would be
if a student completed his homework to avoid a detention or to be allowed to go out with
friends.
The second step in moving toward self-determination is introjected regulation. This
occurs when students begin to internalize the external means regulating their actions. For
example, a student who has promised to do his homework and then does not complete his
work may feel guilty. This student may eventually move to identified regulation when the
action becomes chosen and valued by the student. An example would be the student who has
decided to do his homework because he wants to get a good mark in the course to please
himself and others.
The most self-determined form of extrinsic motivation is integrated regulation. A
student at this stage chooses to act in accordance with his values and beliefs. For example, a
student may decide to do his homework because he has a career goal to become a scientist.
There is more commitment at this stage than at the former one.
The final type of motivation that Deci and Ryan (1985) discuss is amotivation. A
student is amotivated when he does not perceive a connection between his actions and his
marks. He is basically non-motivated. A non-motivated student believes forces beyond his

Types ofMotivation 10
control cause his actions, so it doesn't really matter what he does. An amotivated student
may not bother to do his homework because he doesn't believe it will make any difference
and often appears alienated and disengaged towards classroom activities.
The hypothesis investigated in this study was that when a heterogeneous sample of
science eight students is separated into two groups based on their primary motivational styles
as placed on the continuum defined by Deci and Ryan (1985), those students in the more
self-determined motivational group will score significantly higher in overall classroom
achievement than those students in a group with a less self-determined motivational style.
Method
Subjects
The participants in this study were 44 grade eight science students scheduled in two
unstreamed, heterogeneous classes at a secondary school in the British Columbia interior.
Grade eight students were specifically chosen, as this is their first year of high school in this
school district. As the researcher is a teacher in this secondary school, having mostly new
students participate in the study was designed to minimize experimenter effect. Two classes
were required to furnish an adequate sample size, as the participants were eventually to be
split into two groups.
Students were assigned to the classes randomly by computer. The two blocks were
two of six sections of science eight that were to be offered this year in the school. Both
science classes were scheduled in the first semester of the school year. Although student
placement in the blocks was genuinely random in most cases, several extraneous factors may
have affected the true heterogeneity of a particular class. For example, the timetabling of
honors math, basic math, band and other electives could have affected the composition of the

Types ofMotivation 11
classes by removing some ofthe lowest achieving or some of the highest achieving students
from the research group.
Although the student sample was approximately random, it was also a convenience
sample in that it was two blocks of science eight scheduled into the researcher's teaching
assignment. The typical science eight group contains the entire spectrum of reading levels
from grade three to senior secondary and will generally have one or possibly two students on
modified programs (leaving certificates) with potentially one student support worker to assist
them. The two classes composing this research sample contained only students on the
regular science eight program; however, one student in the sample has since been
rescheduled into a modified program. One student was repeating science eight. There were

23 males and 21 females in the research group. There were 4 twelve year olds, 37 thirteen
year olds, and 3 fourteen year olds in the sample.
The catchment area of the school resulted in the sample being about 85% ofEuropean
ancestry, and the remaining 15% largely of Indo-Canadian ancestry with two First Nations
students. The area around the school is largely middle and lower middle class, with some
students, however, coming from families living below the poverty level in nearby low cost
housing areas. Most students in the study have come from homes where at least one parent is
employed in some facet of the forest industry or related support sectors. Educational
backgrounds and levels of professional training amongst the parents of the sample will have
varied widely.
Instruments
Student motivation was assessed using the Adolescents ' Academic Motivation Scale
(AAMS) developed by Karsenti (1993 ; in Karseni & Thibert, 1995). The instrument is a

Types ofMotivation 12
modified version of the AMS (Academic Motivation Scale) developed by Vallerand et al
(1989). The modifications were necessary to make the scale more suitable for adolescents as
the Vallerand instrument was more specifically designed for elementary students.
The AAMS assesses motivation along the five sub scales (amotivation, three types of
extrinsic motivation, and intrinsic motivation) proposed by Deci and Ryan (1985). It should
be noted that older versions of the AAMS demonstrated through factor analyses to be unable
to distinguish integrated regulation from identified regulation and therefore the current
version of the survey does not produce a measure for the integrated regulatory style of
extrinsic motivation. The two main activities from which the subscales were evaluated are
"going to school" and "doing homework" (Karsenti & Thibert, 1995). The questionnaire is
built around the student's perceived reasons for engaging in the activities. The AAMS
questionnaire assesses motivational styles with respect to academic involvement and consists
of 28 items with response ratings being made on a 1 - 7 Likert scale, with 7 representing the
strongest level of correspondence.
The instrument developer has shown from extensive data derived from various
studies that there is substantial support for the reliability and validly of the AAMS (Karsenti
& Thibert, 1995). In terms of reliability, Karsenti and Thibert found Cronbach Alpha

analysis of all motivation subscales was excellent (.89 to .94). The developers also ran
Pearson correlation coefficients between all five subscales, which clearly supported the
existence ofDeci and Ryan' s motivational continuum. Closely related types of motivation
were more positively correlated, while those at opposite ends of the continuum showed a
clearly negative correlation.
The second measure used in this comparative study was the students' overall

Types ofMotivation 13
achievement mark in science eight at the end of the first term. This is the percentage that
was sent home on the first report card, half way through the first semester of the school year.
This percentage was based on identical criteria for each of the science eight classes.
Approximately 50% of the mark was determined by exams, tests, and quizzes, and 50% by
written work which included question assignments, lab reports, and research reports. All
individual scores contributing· to the overall percentage were recorded, weighted, and
manipulated on the Windsor Integrade reporting system. This is the marks program most
widely used in British Columbia high schools and required to transfer official marks to the
Ministry of Education in Victoria. The final achievement score was reported to the nearest
whole number percent and was based on 18 separate mark entries. It should be noted that this
percentage was based strictly on academic achievement and did not include any marks, as
such, for behavior, effort, or attitude.
The advantage of having used the combined overall achievement percentage rather
than a single exam mark on which to base the comparison is that the effects of intervening or
confounding variables that may reduce the reliability or validity of a single result would not
be as significant over a range of 18 separate items.
Procedure
In the months preceding the September 200 1 school year start, approval to use the
AAMS and conduct this research project was granted by the survey authors, the
superintendent of schools and the school principal. In June 2001, the principal cooperated in
scheduling the two science eight blocks consecutively into the researcher's teaching
assignment. Application for research approval was made to the UNBC Research Ethics
Board in September and received in writing on October 2, 2001 . The research project was

Types ofMotivation 14
explained to students and consent forms with appropriate information were delivered to all
parents of potential participants.
At the end of the fourth week of school in semester one, the AAMS was administered
to both science eight classes on the same morning, about one-hour apart, in the same
classroom. Simple and identical instructions were given to both groups by the researcher.
This early date in the semester was chosen so that responses to the motivation questionnaire
would not be strongly influenced by students having received a great deal of evaluation on
their academic progress in the school year, or by the development of particularly good or bad
relationships with the researcher and other teachers. The AAMS could not have been
effectively delivered earlier than this week because student timetable changes and classroom
balancing to meet contract requirements could have changed the composition of the classes.
This also allowed enough time for the students to develop some familiarity with the activities
and content of the science eight program.
The results of the AAMS were not evaluated until the second week of January, long
after first term grades had been calculated. This was to prevent any biases that might have
developed from knowing the motivational rankings of individual students causing
interference with the objective evaluation of achievement throughout the term. It should also
be noted that compared to any other term in the school year, participant attrition due to
dropout or expulsion is always lowest in first term and did not affect the study.
During the ten weeks of first term, each science class received exactly the same
assignments, tests, quizzes, laboratory reports and instruction. When unit exams were
administered, the researcher alternated which group wrote first to preserve equity that could
have been adversely affected by between-class information transfer (i.e. , students discussing

Types ofMotivation 15
the exam content with friends). All marking schemes, weightings and recording procedures
were kept identical between the groups. The timetable rotation ensured that both classes
received an equal amount of instruction in each of the four blocks of the school day. Both
classes were scheduled in the same laboratory classroom.
At the end of the term, the final achievement percentage was calculated for each
student in the two classes. Once the AAMS survey forms were evaluated, students were
placed in one of two groups. Students showing highest levels of amotivation, external
regulation and introjected regulation, the least self-determined subscales on Deci and Ryan's
continuum, were assigned to one group. Those students showing higher scores on the more
self-determined subscales of dentified regulation and intrinsic motivation were assigned to a
second group. These groupings represent the two theoretical halves of the motivational
continuum. (See Table 1.)
The first term achievement marks were then used to calculate group means and a ttest was conducted to determine if there was a significant difference in academic
performance between the two groups. The results were then analyzed with respect to the
hypothesis and relevant literature.
Results
Background Data
A demographic section attached to the front of the AAMS survey form was
completed by each student in the sample. The results are summarized in Table 2.
The 44 AAMS surveys were categorized according to the regulatory style and
motivational type in which the student received the highest score. The students were then
assigned to Group 1 if their primary regulatory style was non, external, or introjected

Types ofMotivation 16
Table 2

Background Data of Students in Sample
1. How old are you?
1.

12 years old

9.1%

(4t

2.

13 years old

84.1%

(37)

3.

14 years old

6.8%

(3)

2. What gender are you?

1.

girl

47.7%

(21)

2.

boy

52.3%

(23)

3. What was you approximate average grade last year?

F

M

1.

[C-or less]

8.9%

(2)

0%

(0)

2.

[C]

13.0%

(3)

4.8%

(1)

3.

[C+]

13.0%

(3)

0%

(0)

4.

[B]

43.5%

(10)

52.4%

(11)

5.

[A]

21.2%

(5)

38.1%

(8)

4. What was your final letter grade in science last year?

F

M

1.

[C-or less]

4.3%

(1)

0%

(0)

2.

[C]

13.0%

(3)

0%

(0)

3.

[C+]

13.0%

(3)

19.1%

(4)

4.

[B]

39.1%

(9)

33.3%

(7)

5.

[A]

30.4%

(7)

47.6%

(10)

a: Actual number of students.

Types ofMotivation 17
regulation and to Group 2 if their style was identified or intrinsic regulation. The results are
summarized in Table 3. This accounts for the presence of only two motivational sub scales
under Group 2 and three under Group 1 as seen in the table.
Table 3
Primary Motivational Style and Self-Determination of Students in Sample
Group 1

Group 2

Amotivation

Extrinsic

Extrinsic

Extrinsic

Intrinsic

Non-Reg.

Ext. Reg.

Intro. Reg.

Ident. Reg.

Intrinsic Reg.

Female

0

9

3

9

0

Male

0

10

6

7

0

Total

0

19

9

16

0

(n=28 for Group 1 and n=16 for Group 2)
Results show that the majority of the sample (63 .6 %) is primarily extrinsically
motivated and responds to mostly external regulation. Amotivation scores were extremely
low on all survey forms. This is not surprising, as there were no achievement marks less that
40% (or an "E" letter grade) in the entire sample. There was not one case of chronic
absenteeism or total disengagement from classroom activities throughout the study that
would have indicated an amotivated student.
While none of the students in the sample were evaluated as being primarily
intrinsically motivated, it should be noted that a number of students in Group 2 who scored
highest under identified regulation also scored very high under intrinsic motivation. (The
groupings and categorization as a result of the survey should not be interpreted to suggest
that students in the sample do not possess at least some level of intrinsic motivation and self-

Types ofMotivation · 18
determination.)
A higher percentage ofthe females in the sample (42.9 %) scored higher in the selfdetermined intrinsic end ofthe scale compared to males (30.4 %). The result of this inequity
is that, despite being the smaller gender group in the sample, females compose over half
(56.3 %) of the more intrinsically motivated Group 2.

The achievement scores of the students in the sample at the end of Term 1 produced
very similar distributions in both classes of science eight involved in the research. The mean
achievement percentage for the two classes were 75.8% and 76.9% respectively, indicating
that the treatment received by each group and the ability composition of the groups were
comparable. The mean achievement score of Group 1 students at the end of Term 1 was 74.5
% while the mean of Group 2 was 83.13 %. Each group contained approximately the same

number of high achievement scores. For example, each group had three achievement scores
of 90 % or more. The difference between the two set of scores was that Group 1, the more
extrinsic group, had the majority oflower scores. For example, Group 1 had eight students
achieve less than 70 % while only two students in Group 2 scored lower than this level. The
only two failing scores in the sample also occurred in Group 1.
The mean achievement score for females was 79.2 %, nearly 7.0% higher than the
mean for males at 72.5 %. This observation is not surprising given that 47.6% of females
reported receiving an A letter grade for science in grade 7 compared to only 30.4% of the
males in the sample. (See Table 2) The distribution ofletter grades at the end of Term 1 in
science eight was remarkably similar to that reported for grade seven science on the AAMS.
For example, 75% of the sample reported receiving a "B" or "A" letter grade in science last
year and 73% of the sample received the same letter grades for science eight. This trend

Types ofMotivation 19
appeared to be equally true across both genders.

t- Test Results
A single factor ANOVA procedure was used to analyze the variances between the
two sample groups. The F observed value of 5.526 significantly exceeded the F critical
value of 4.073 (df= 1, 42) indicating unequal variances existed between the two groups.
Therefore an independent samples t-test assuming unequal variances was run to compare the
two sample means. The results of the test are summarized in Table 4. The t-test results
support the research hypothesis of this project that the mean of Group 2, the more
intrinsically motivated and self-determined group, is significantly higher than that of Group
1, the less self-determined extrinsically motivated group. The t statistic value of2.651 is
substantially larger than the t critical value for a one-tail t-test of 1.683 at a= .05.
Table 4
t-Test Results Between Less Self-Determined and More Self-Determined Motivational
Groups.

Group 1

Group 2

M

74.5

83 .125

SD2

174.5556

69.58333

Observations

28

16

df

41

t Stat

-2.65126

P (T <=)one-tail

0.005674

t critical one-tail

1.682879

Note. a =.05, independent samples t-test assuming unequal variances

Types of Motivation 20
Ancillary Analysis
Careful analysis of the AAMS forms reveals several clear trends in factors that
motivate these early adolescent students. The responses made by the students to each item in
the survey are presented in Appendix A. Items 1, 8 and 10 in the survey show a strong belief
on the part of the students that high school completion is necessary to obtain a better, well
paying and interesting job. The response to this motive was virtually identical across both
genders with over 80% of the sample selecting a strong or very strong correspondence to the
link between school and class attendance with better, well-paying jobs. It should probably be
noted that item 10, referring to the interest level of a job, a measure of the much more
intrinsic identified regulation, was more than 10 %, lower in the strong or very strong
correspondence compared to items 1 and 8. These two items refer specifically to the salary
component of employment and are measures of the more extrinsic, external regulation.
Items 5, 19, and 26 in the survey are measures ofamotivation. In all three cases 75%
or more responses showed little or no correspondence contributing to very low amotivation
scores throughout the sample. However, on all three items an average of 20 % more females
responded more strongly with no correspondence at all than did males. In general, the scores
for amotivation were lowest amongst the females in the group.
Items 4, 6, 9, 11, 16, 18, 25, and 27, which are measures of the intrinsic motives of
fun, pleasure, interest, and enjoyment in attending class, showed that the vast majority of the
sample chose at least some level of correspondence. In all but one item, a greater percentage
of males chose strong or very strong correspondence compared to females, despite males
having a lower mean achievement score than the females in the sample. Males also
responded with much higher levels of correspondence to extremely extrinsic items as well,

Types ofMotivation 21
such as item 26 which connects attending class to being rich later on in life. Here 70 % of
males chose at least strong correspondence compared to only 52 % of females. One item that
also showed a marked gender difference was Item 14 which suggests that passing Science 8
would make the student feel good about him or herself Sixty five percent of males chose at
least a strong correspondence compared to only 38% females.
Discussion
The results of this research support the belief that a student's primary style of
academic motivation is significantly related to achievement in science eight. Students who
are more highly self-determined and intrinsically motivated appear to score higher overall
achievement marks than students who are less self-determined, more extrinsically motivated.
The outcomes ofthis study are consistent with those ofKarsenti and Thibert (1995) and
provide further support for the existence of the self-determination continuum first elaborated
by Deci and Ryan (1985). This relationship between intrinsic motivation and higher
academic achievement has been identified many times before and has been the central focus
of numerous research studies into the construct of motivation. The additional evidence
provided by this research project reiterates the need for educators to examine strategies for
enhancing intrinsic motivation and to question the emphasis and reliance on extrinsic reward
contingencies.
The results of the study are also consistent with research suggesting that there is a
continuous decline in intrinsic motivation from grade one onwards, possibly reaching its
lowest point in early adolescence (Anderman & Maehr, 1994). The majority of the young
children entering the school system embody the definition of intrinsic motivation in their
natural curiosity, spontaneous interest, and desire to assimilate and master. However, by

Types ofMotivation 22
middle or junior secondary school, many students strive to achieve primarily for only
extrinsic rewards such as approval, avoidance of punishment and expected tangible items.
This research showed that 64% of a heterogeneous sample of grade eight students had low
self-determination and were primarily responding to extrinsic motivation. This decline
appears to be particularly true for males who make up a much smaller fraction of those
students still remaining self-determined and intrinsically motivated.
The results of this study should not be interpreted as implying that extrinsically
motivated students are incapable of outstanding achievement. There were an almost identical
number of" A" students in each of the study groups that made up the sample. The lower
group mean of the less self-determined group can be probably attributed to lower ability
students who are primarily extrinsically motivated. It appears to be this combination that can
lead to at-risk, amotivated students.
The use of extrinsic rewards to motivate children presents a troublesome dilemma.
Stipek (1998) suggests that children will probably need at least some external reinforcement
in order to first engage in activities and behaviours that are not inherently interesting. As
they learn that their parents and society as a whole value these behaviours, they themselves
may internalize the values and become self-determined. As parents and educators, we are
avid practitioners of this simple principle ofbehaviourism. Stipek also cautions that the
rewards should be minimal and social in nature, rather than tangible rewards.
The inherent danger in the use of extrinsic reward may be twofold. Firstly, Deci and
Ryan (2000) cite studies that have shown the use of extrinsic rewards as undermining
intrinsic motivation. Not only tangible rewards but also threats, directives, and deadlines
teach the students to believe that their perceived locus of control is external. Secondly,

Types ofMotivation 23
weaker students who become frustrated with their inability to attain the rewards that they see
others receive begin to believe that they have no control over outcomes or behaviours.
Feelings of incompetence prevail, a condition of learned helplessness may set in, and
students see no value in participation. These students can become amotivated. In this
condition, students see it is better not to attempt the task and avoid the likely outcome of
failure. Karsenti and Thibert (1995) found that amotivation was the type of motivation most
related, though negatively, to school achievement.
Anderman and Maehr (1994) point out a particularly concerning trend that
exacerbates the problem of the amotivated student. As students approach adolescence, they
come to believe that ability and intelligence are stable or fixed traits and less related to effort
than when they were younger. Combined with the student's perception that school is placing
a greater emphasis on relative ability, the teacher's job of eliciting effort from the amotivated
student can become extremely problematic. The urgency in addressing the amotivated
student is underlined by studies that show student effort investment in middle or junior
secondary school years can have major long term effects career patterns and employment
opportunities.
The research ofKarsenti and Thibert (1995, 1996), Gottfried (1985), Cordova and
Lepper (1996) and others documents the link between intrinsic motivation and higher
achievement. In addition, these researchers identify a single characteristic of intrinsically
motivated students that may be most responsible for their lack of failure. Intrinsically
motivated students will persist at a task even in absence of any external reward contingencies
because of the enjoyment and satisfaction they feel at mastering a task. Deci and Ryan
(1985) point out that even successful extrinsically motivated individuals are not as likely to

Types of Motivation 24 ·
demonstrate this level of persistence. This was observed in several individuals from the
sample in this study. These were notably lower ability students who were evaluated to be
primarily self-determined and, in the more intrinsic group, that were still able to achieve "C"
or "C+" letter grades in science. Students in the more extrinsically motivated group who
were equivalent in ability were passing only marginally, or failing.
There are several implications of this research study for educators. We must prevent
our students who are responding primarily to extrinsic reward from slipping into a state of
amotivation. More importantly however, we must examine our teaching strategies and
classroom environments for ways and means to enhance intrinsic motivation, reduce the
reliance on external rewards, and move our students up the self-determination continuum to a
more internally controlled, self-determined style of motivation.
Several prominent theories of motivation offer concrete suggestions for classroom
teachers to facilitate this growth in intrinsic motivation. Weiner (1979) stresses in his
attribution theory that students are constantly seeking an understanding of why certain events
and their outcomes are taking place around them. In the classroom setting, the students' own
perceptions oftheir educational experience can seriously impact their level of motivation.
Anderman and
Midgley (1998) point out that a history of success in a certain subject area leads to
persistence of effort in that area. However, a history of failure will likely result in students
attributing the result to their own inabilities, and believing that there is no hope for future
success. Teachers may unintentionally communicate attitudes about ability and about
whether or not it is a fixed trait. The teacher must work to convince struggling students that
poor achievement is the result of factors such as poor study habits and poorly developed

Types ofMotivation 25
skills that they can control.
Goal theory focuses on the reasons that students have for the need to achieve. Maehr
and Midgley (1991) suggest that there are two main types of goals: task oriented goals and
ability oriented goals. Task oriented goals embody the purpose of learning as personal
improvement and understanding, representing an intrinsic motivational approach. An ability
goal orientation is a beliefthat purpose in achieving is to demonstrate competence in
comparison to others. Research has shown that task oriented students are more likely to
engage in challenging tasks, and persist at those tasks, are more willing to seek assistance,
and generally have more positive feelings about their educational experience. In order to
increase task goal orientation in their students, teachers might consider reducing or
eliminating some ofthe following : ability groupings, standardized testing, competitions and
contests amongst students, normative grading, public displays of achievement marks, and
emphasis on school honour rolls with excessive recognition for relative performance
accomplishments. In addition, students need to be provided increased opportunity for choice
and greater involvement in classroom decision making.
Maehr and Midgley (1991) suggest that at the high school level, goal orientation can
greatly influence the school as a whole. A school that stresses academic accomplishments,
honour roll, and academic contests associated with extrinsic rewards develops a school-wide
character that is ability goal oriented. The efforts of an individual classroom teacher to move
away from ability goals to a task orientation can be made impossible to sustain by the
overwhelming direction of the school itself. · The policies and directives of school districts,
principals, and other senior administrators can dictate what is taught, how it is presented, and
which resources and texts are made available and can generally subvert teachers' initiatives

Types ofMotivation 26
to change the direction of learning in their classrooms. One implication of this is that
principals and other administrators must be brought to recognize the need for a school wide
approach to effectively change the goal orientation of a school.
Self-determination theory describes the student as having three categories of basic
needs: relatedness, competence, and autonomy. These needs must be satisfied for a student
to become a self-determined, intrinsically motivated individual. Deci and Ryan (2000)
describe relatedness as the satisfaction that comes from a sense ofbelonging and the
connectedness to others in a person' s social group. Teachers can provide for this need by
appearing as warm, caring individuals who establish non-threatening, less directive
classroom environments. Anderman and Maehr (1994) found that positive teacher-student
relationships and supportive peer relationships contribute to motivation and achievement in
students.
Competence involves knowing how to approach a challenging task and believing that
one is able to master it (Anderman & Midgley, 1998). The classroom teacher can encourage
a sense of competence by providing optimal challenges and constructive feedback that is free
from harsh or demeaning evaluation. Deci and Ryan (2000) point to studies that have shown
that competence will only enhance intrinsic motivation if students are simultaneously
provided with an opportunity for autonomy. Autonomy involves a person' s beliefthat his
behaviour is self-determined and that he initiates and regulates his own actions. In
attributional terms, Weiner (1985) suggests that the individual perceives an internal locus of
control over life experiences.
Anderman and Midgley (1998) and Deci and and Ryan (2000) point out that more
recent research has focussed on the issue of autonomy versus control compared to any of

Types ofMotivation 27
other of the self-determination needs. The findings these researchers suggest that teachers
who are autonomy supportive and less controlling foster increased intrinsic motivation,
curiosity and willingness to accept challenge in their students. Even small opportunities for
input and choice can increase a student's sense of autonomy without causing major upheaval
or loss of control over behaviour management in the classroom. Teachers can help students
feel self-determined by providing a modicum -of choice between acceptable options, by
encouraging self-evaluation in students as they monitor their own progress and by helping
students to break large tasks into smaller, less intimidating pieces. Imposed goals, directives,
threats, and deadlines have been shown by recent research to diminish the sense of autonomy
and intrinsic motivation in general.
The results of the present study and many others of a similar nature before it support
the premise that a self-determined regulatory style and intrinsic motivation are significantly
related to higher academic achievement. Given this conclusion, this discussion has offered
research-based suggestions for fostering this motivational style in our students. Recent
changes announced by the provincial government of British Columbia may make it
extremely difficult for teachers to implement the ideas and advice from the various
motivation theorists. Pending increases in class size and decreased resource and supply
budgets may leave teachers unable to give the individual attention required to foster
relatedness and autonomy. Laboratory activities that encourage autonomy, help develop peer
relationships and generate intrinsic interest will likely be curtailed in under-supplied,
overcrowded classrooms. In addition, the current Minister of Education has stated the
Ministry's intention to make schools and school districts more accountable to the tax-paying
public through increased standardized testing. Despite recent research urging educators to

Types ofMotivation 28
accept a shift towards a task goal orientation, our government appears to be issuing a
province wide directive that ability goals are to be our primary educational focus.
Unfortunately, it seems that the political leaders of education in British Columbia are
choosing to ignore on overwhelming body of research that suggests their actions may be
detrimental to student motivation and achievement in this province.
Limitations to Study
There were some limitations to this study. Probably the most significant threat to
external validity was the study's sample size of 44. Another limitation was that the sample
was not a true random sample but a convenience sample. The sample was also composed of
two separate science classes, which limits the internal validity. However the groups were
relatively heterogeneous and the computer-generated class lists appeared to be representative
of science eight students in this school based on the achievement means of the two classes
and their very typical mark distributions.
A further threat to external validity could be that the study may accurately reflect the
connection between types of motivation and achievement in science eight, but may not
generalise well to other subjects. Gottfried (1985) found that intrinsic motivation in one
subject does not necessarily indicate similar trends across all subject areas. Also, Karsenti
and Thibert (1995) found that motivation of junior high students differs from the motivation
of older students. Therefore, generalisation of this study should probably be limited to grade
eight junior high or middle school science students.
When students first enter a science eight classroom, they are 12 to 14 years old. This
is a time of life when attitudes could undergo rapid changes. A change in maturity can occur
in a relatively short period of time. This study took only three months to complete which

Types ofMotivation 29
should have helped to guard against a maturation effect. However, given the nature of
adolescence, the possibility of maturation effect exists as a threat to the internal validity of
this study.
There could possibly be experimenter effects also limiting the internal validity of this
study. Some students may have known the researcher from friends, older siblings, or other
family member who have previous history with him. Whether the history is positive or
negative, it could effect achievement and motivation. Even if the students had no previous
experience with the researcher, they still will have responded to the teacher in different ways.
The teacher/student relationship has emotional subjectivity that may have influenced student
motivation in many subtle ways. From the very first class, there was emotional colouring in
every student/teacher interaction. To help ameliorate these experimenter effects, the
researcher did not evaluate the AAMS until the science eight course was nearly finished .
The students in this study were aware that they were part of a research project.
Therefore
there is a possibility of a change in behaviour due to the Hawthorne effect. Cohen and
Manion (1994) noted that "so-called Hawthorne effects threaten to contaminate experimental
treatments in educational research when subjects realize their role as guinea pigs" (p. 171).
The students may have tried harder in an effort to look good for the experiment. When the
students completed the AAMS they had to think about their own motivations for attending
school and doing homework. Their reflections on these topics may have influenced their
motivation for the term and perhaps their behaviour creating a threat to the external validity
of the study. The researcher's experience however was that the sample as a whole appeared
to forget about the study shortly after completing the AAMS survey.

Types ofMotivation 30
The researcher was careful to teach the same lessons in the same way to the two
science eight classes. However, every class has a unique mixture of individuals and a unique
dynamic. Because of the group dynamics, the learning experiences would have been
somewhat different for the students in the two classes. The emotional tone and the pacing
may also have been slightly different. Despite a teacher's best intentions, the same lesson
never goes exactly the same way to different groups of students. Intervening variables may
have occurred and influenced the classroom. A grade eight science classroom is an
extremely complex environment that is never under the absolute control of the teacher. The
school itself has even a greater complexity, so the possibility that there were intervening
variables must be recognized.
A final limitation to this study lies in the construct of motivation itself. Despite the
results of this research project and many others, motivation is not the only construct that is
related to achievement. Gottfried ( 1985) suggests that measures of motivation may reach an
upper limit in their relation to achievement, after which other constructs such as ability and
attitudes may account for achievement. Other factors such as home environment, time spent
on instruction and quality of instruction may also contribute to achievement. In fact, perhaps
the only disappointing outcome ofthis study in the eyes of the researcher, was learning that
several ofthe very elite student participants with whom he had enjoyed good relationships,
reported that the science eight course offered very little genuine interest, stimulation, or fun
to them.
Perhaps further research needs to be applied to the relationship between types of
motivation and attitudes. Most certainly the results of this study give support to a growing
body of evidence that males as a group are achieving lower than females in a subject area

Types of Motivation 31
thought to be male biased only a decade ago. Of even more serious concern is the evidence
that males as a group showed a greater decline in self-determination and intrinsic motivation
going into adolescence than did females. A number of questions around this phenomenon
could be the topics of further research. For example, what factors are contributing to this
decline in adolescent male intrinsic motivation? What adjustments can be made in our
teaching strategies and classroom environments to reverse this downward trend?
Finally, a large body of research has urged educators to make intrinsic motivation an
important goal. This project provides additional empirical support for this continued
emphasis. We must strive for classroom environments and instructional strategies that foster
self-determined intrinsic motivation because of the significance of this construct in
influencing achievement.

Types ofMotivation 32

References
Anderman, E . & Maehr, M . (1994, Summer). Motivation and schooling in the middle grades.

Review of Educational Research, 64, 287-309.
Anderman, L. & Midgley, C. (1998). Motivation and middle school students (EDO-PS-98-5).
Washington, DC: Office of Educational Research and Improvement. (ERIC Document
Reproduction Service No. ED 421 281).
Cohen, L. & Manion, L. (1994). Research methods in education (4th ed.). New York: Routledge.
Cordova, D . & Lepper, M. (1996). Intrinsic motivation and the process of learning: Beneficial
effects of contextualization, personalization, and choice. Journal of Educational

Psychology, 88, 715-730.
Deci, E. (1975). Intrinsic motivation"" New York: Plenum.
Deci, E ., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior.
New York: Plenum.
Deci, E. & Ryan, R. (2000). Self-Determination Theory and the Facilitation of Intrinsic
Motivation, Social Development, and Well Being. American Psychologist, 55, 68-78.
Gottfried, A.E. (1985). Academic Intrinsic Motivation in Young Elementary School Children.

Journal ofEducational Psychology, 77,. 631 - 645 .
Horn, E. ( 1991). An Argument for Using Intrinsic Rather Than Extrinsic Motivation, with

Specific Suggestions for Teachers. (ERIC Document Reproduction Service No.
ED355036)
Karsenti, T. & Thibert, G. ( 1996) A Motivation Scale for Elementary School Children: Refining

the Extrinsic/Intrinsic Dichotomy (TM 025 325). New York, NY: Annual Meeting of the

Types ofMotivation 33

American Educational Research Association. (ERIC Document Reproduction Service
No. ED 397 139)
Karsenti, T., & Thibert, G. (1995). What Type ofMotivation is Truly Related to School

Achievment? A look at 1428 High-School Students~ Paper presented at Annual Meeting
of the American Educational Research Association, San Francisco, CA.
Maehr, M. & Midgley, C. (1991). Enhancing Student Motivation: A Schoolwide Approach.

Educational Psychologist, 26, 399-427.
Stipek, D. (1998). Motivation to Learn (3rd ed.). Massachusetts City, MS: Allyn and Bacon.
Vallerand, R., Blais, M., Briere, N., & Pelletier, L. (1989). Construction et validation de l'Echelle
de Motivation en Education. Revue canadienne des sciences du comportement, 21, 323349.
Weiner, B. (1979). A Theory ofMotivation for Some Classroom Experiences. Journal of

Education Psychology, 71, 3 - 25.

Types ofMotivation

Appendix A

Summary ofAAMS Survey Results

Whyd
1.

2.

Because without a high
school diploma I will not
fin d a well paying job.
Because I feel good when
I I earn new things.

3.

Because I believe that
high school will better
prepare me for my future
career.

4.

Because I have fun in this
class.

5.

34

Ihonestly have no idea; I
really feel that I'm
wasting my time in this
ciass.

6.

For the pleasure I feel
when I outperform
myself.

7.

To prove to myself that I
can finish high school

8.

To be able to get a better
job in the future.

9.

For the pleasure I feel
when I discover new
things.

1

*M=
**F=
***T=

2

3

4
4.3 OY

6
30.4 (7)
33.3 (7)
31.8(14)

2.3 (1

1

M=
F=
T=
M=
F=
T=

3

4.8 (1)
2.3 1

4.3 (1)
14.3 (3)
9.1(4)

4
30.4 (7)
9.5 (2)
20.5 9

7
8.7 (2)

1

2

3

4

7
39.1 (9)
42.9 (9)
40.9(18)

1

2

3

9.5 (2)
4.5 (2

4.8 (1)
2.3 (1)

4.3 (1)
4.8(1)
4.5 (2)

4.3 (1)
4.8 (1)
4.5 (2)

M=
F=
T=

2

4

30.4 (7)
28.6 (6)
29.5(13)
4

8.7 (2)

M=
F=
T=

1

1

M=
F=
T=

6
26.1(6)
23 .8 (5)
25.0(11)

13.0 (3)

5

6
4.3 (1)

6.8 (3)

2.3 1)

7
8.7 (2)
4.5 (2)
7
4.8 (1)
2.3 (1)

4.3 (1)
14.3 (3)
9.1(4)
2

17.4(4)

3

4.3 (1)

4

6

8.7 (2)

9.5 (2)
13.6 6

19.0 (4)
11.4 (5)

19.0 (4)
13.6 6)

2

3

4

1

M=
F=
T=

5

26.1 (6)
28.6 (6)
27.3(12)

3

8.7 (2)
9.5 (2)
9.1 (4

M=
F=
T=

7

52.2(12)
52.4(11)
52.2 23

13 .0 (3)

9.5 (2)
11.4 (5)

5

7

39.1 (9)

28.6 (6)
34.1 15
7
52.2(12)
57.2(12)
54.5(24)

8.7 (2)

1

M=
F=
T=

1

does not
correspond
at all

2

corresponds
very little

3

corresponds
somewhat

4

corresponds

5

corresponds
well

6

corresponds
strongly

7

corresponds
very
strongly

Types ofMotivation
10. Because it will eventually
allow me to find a job in a
field which interests me.
11. Because I like attending
this class.

12. In the past, I had good
reasons to attend this
class, I no·longer know
why I do.
13. For the pleasure that I feel
when I complete an
individual assignment
14. Because passing this class
will help me to feel good
about myself.
15. Because I want to be rich
later on in my life.

16. For the pleasure I feel
when I learn more about
the subjects which interest
me.
17. Because it will help me
make a better career
choice.
18. Because I feel good in this
class . .

19. 1 can' t figure out why I
attend this class and
frankly, I don't care.

5

6
30.4 (7)
42.9 (9)
36.4(16)

7
39.1 (9)
42.9 (9)
40.9(18)

5

6
30.4 (7)
19.0 (4)
25.0(11)

7
13.0 (30
9.5 (2)
11.4(5)

5
4.3 (1)

6

7

13.0 (3)
4.8 (1)
9.1 (4)

5

6
26.1 (6)
14.3 (3)
20.5 (9)

7
8.7 (2)
23 .8 (5)
15.9(7)

4
13.0 (3)
23 .8 (5)
18.2 (8)

5
17.4 (4)
19.0 (4)
18.2 (8)

6
26.1 (6)
19.0 (4)
22.7(10)

7
39.1 (9)
19.0 (4)
29.5(13)

4
8.7 (2)
9.5 (2)
9.1 (4)

5
13.0 (3)
23.8 (5)
18.2 (8)

6
17.4 (4)
19.0 (4)
18.2 (8)

7
52.2(12)
33 .3 (7)
43.2(19)

5

14.3 (3)
6.8 (3)

4
17.4(4)
19.0 (4)
18.2 (8)

26.1 (6)
19.0 (4)
22.7(10)

6
21.2 (5)
19.0 (4)
20.5 (9)

7
21.2 (5)
23 .8 (5)
22.7(10)

2

3

4

5
8.7 (2)
14.3 (3)
11.4 (5)

6
56.5(13)
57.1(12)
56.8(25)

7
34.8 (8)
28.6 (6)
31.8(14)

2
4.3 (1)
9.5 (20
6.8 (3)

3

4
13.0 (3)
28.6 (6)
20.5 (9)

5

6
17.4 (4)
19.0 (4)
18.2 (8)

7
13.0 (3)
9.5 (2)
11.4 (5)

5
4.3 (1)

6

7

2

3

4
4.3 (12)
4.8 (1)
4.5 (2)

26.1 (6)
4.8 (1)
15.9 (7)

1

2
4.3 (1)
4.8 (1)
4.5 (2)

3
8.7 (2)
19.0 (4)
13.6 (6)

4
4.3 (1)
14.3 (3)
9.1 (4)

34.8 (8)
28.6 (6)
31.8(14)

1

2
21.2 (5)
33 .3 (7)
27.3(12)

3
4.3 (1)
2.5 (1)

4
26.1 (6)
9.5 (2)
18.2 (8)

2.5 (1)

1

2
8.7 (2)
9.5 (2)
9.1 (4)

3
13.0 (3)
9.5 (2)
11.4 (5)

4
21.2 (5)
33 .3 (7)
27.3(12)

1

3

4.8 (1)
2.3 (1)

2
4.3 (1 )
9.5 (2)
6.8 (3)

1

2

4.8 (1)
2.3 (1)

4.8 (1)
2.3 (1)

1

2.3 (1)

2
8.7 (2)
4.8 (1)
6.8 (3)

1

1

1

M=
F=
T=

4.8 (1)
2.3 (1)

M=
F=
T=

4.3 (1)
4.8 (1)
4.5 (2)

M=
F=
T=

43.5 (10)
57.1 (12)
50.0 (22)

M=
F=
T=

4.3 (1)
4.8 (1)
4.5 (2)

M=
F=
T=
M=
F=
T=

4.3 (1)

M=
F=
T=
M=
F=
T=
M=
F=
T=

8.7 (2)
9.5 (2)
9.1 (4)

M=
F=
T=

56.5 (13)
76.2 (16)
65.9 (29)

2
13.0 (3)
9.5 (2)
11.4 (5)

1

2

1

does not
correspond
at all

35

corresponds
very little

4.8 (1)
2.5 (1)

3
4.3 (1)
2.3 (1)

3

4.8 (1)
2.3 (1)

3

8.7 (2)
4.5 (2)

3

corresponds
somewhat

4
17.4 (4)
9.5 (2)
13 .6 (6)

4

corresponds

43.5(10)
19.0 (4)
31.8(14)

4.8 (1)
2.3 (1)

2.3 (1)

5

corresponds
well

6

corresponds
strongly

7

corresponds
very
strongly

Types ofMotivation
20. For the satisfaction I feel
when I'm actively
involved in activities and
projects.
21. To prove to myself that I
am smart

22. To earn more money later
on.

23 . Because this class allows
me to learn more about so
many things that interest
me.
24. Because this class will
make me more competent
for the job market
25. Because I find this class
stimulating.

26. I have no idea. I can't
understand what I am
doing in this class.

1
4.3 (1)
4.8 (1)
4.5 (2)

M=
F=
T=

1

M=
F=
T=

4.8 (1)
2.3 1

1

M=
F=
T=

2

1
4.3 (1)
14.3 (3)
9.1 (4)

M=
F=
T=

1
60.9 (14)
71.4 (15)
65.9 (29

5

26.1 (6)
14.3 (3)
20.5 (9)

6
30.4 (7)
19.0 (4)
25.0(11_)

7
8.7 (2)
4.8 (1)
6.8 (3)

4

8.7 (2)
4.8 (1)
6.8 (3)

3

5

13.0 (3)
14.3 (3)
13.6 (6)

14.3 (3)
6.8 (3

3

2

13.0 (3)
4.8 (1)
9.1 4)

3

5

7

26.1 (6)
23.8 (5)
25.0(11

5

17.4 (4)
9.5 (2)
13.6 (6
6

34.8 (8)
38.1 (8)
36.4(16
6

39.1 (9)
28.6 (6)
34.1(15)

17.4(4)
4.8 (1)
11.4 5)

4
13.0 (3)

4.3 (1)

5

6

6.8 (3)

2.3 (1

4.8 (1)
2.3 (1)

4
13.0 (3)
14.3 (3)
13.6 (6)

13.0 (3)
28.6 (6)
20.5 (9)

7

4.3 (1)

2.3

1

1

2

3

8.7 (2)
4.5 (2)

1

t

4
13.0 (3)

1

does not
correspond
at all

*
**
***

3
4.3 (1)
4.8 (1)
4.5 (2)

4.8 (1)
2.3 (1)

M=
F=
T=

M=
F=
T=

2

4.3 (1)

2

4.8 (1)
2.3 (1)

28. Because I want to prove to
myself that I can be
academically successful in
hi school.

4
17.4(4)
33.3 (7)
25 .0(11)

4.3 (1)
9.5 (2)
6.8 3

M=
F=
T=

M=
F=
T=

3
8.7 (2)
4.8 (1)
6.8 (3)

1
8.7 (2)

M=
F=
T=

27. Because this class allows
me to take pleasure in
accomplishing new or
"al thin s.

2
4.3 (1)
19.0 (4)
11.4 (5)

36

2

corresponds
very little

% of total males in sample choosing response
% of total females choosing response
% of total sample choosing response

3

corresponds
somewhat

Values inside of brackets represent actual number of respondents.

4

corresponds

5

5

corresponds
well

6

21.2 (5)
9.5 (2)
15.9 (7)
6"
corresponds
strongly

7
43.5(10)
47.6(10)
45.5(20)
7

corresponds
very
strongly

Appendix B AAMS Survey
Types ofMotivation
Answer the following questions (circle the appropriate number)

37

1. How old are you?
(1) [11 yrs old], (2) [12 yrs old], (3) [13 yrs old], (4) [14 yrs old], (5) [15 yrs old], (6) [16 yrs old],
lm [17 yrs old], (8) [18 yrs old or more]
,2. What gender are you?
(1) [girl]; (2) [boy]

5. What was your approximate grade point average last year ?
(1) [60% or less (C-or less)],
(2) [61%-70%(C)],
(3) [71%-80%(C+)],
(5) [91%-100%(A)l
6. What was your final letter grade in science last year?
(1) [C-or less],
(2) [C],
(3) [C+],
(4) [B],

(4) [81%-90%(B)],

(5) [A]

PART 2, INSTRUCTIONS:
Indicate to which extent each of the following statements corresponds at this point to one of the
reasons why you are attending school or this class.
Does not
correspond at all

1

Corresponds
very little

2

Corresponds
somewhat

Corresponds

Corresponds well

4

5

3

WHY DO YOU ATTEND SCHOOL ?

Corresponds
strongly

6

Corresponds
very strongly

7

WHY DO YOU ATTEND THIS CLASS?

1. Because without a high school diploma I will not find a
well a in ·ob.

1

2

3

4

5

6

7

1

2

3

4

5

6

7

1

2

3

4

5

6

7

4. Because I have fun in this class.

1

2

3

4

5

6

7

5. I honestly have no idea; I really feel that
I'm wastin m time in this class.

1

2

3

4

5

6

7

1

2

3

4

5

6

7

7. To prove to myself that I can
finish hi h school.

1

2

3

4

5

6

7

8. To be able to get a better job in the future.

1

2

3

4

5

6

7

9. For the pleasure I feel when I discover new things.

1

2

3

4

5

6

7

Because I believe that high school will better
re are me for m future career .

© Karsenti & Thibert, 1997

Types ofMotivation
Does not

correspond at all

1

Corresponds
very little

2

Corresponds
somewhat

Corresponds

Corresponds well

4

5

3

WHY DO YOU ATTEND SCHOOL ?

38
Corresponds
very strongly

Corresponds
strongly

6

7

WHY DO YOU ATTEND THIS CLASS?

Because it will eventually allow me to find a
'ob in a field which interests me.

1

2

3

4

5

6

7

1

2

3

4

5

6

7

In the past, I had good reasons to attend this class,
I no lon er know wh I do .

1

2

3

4

5

6

7

For the pleasure that I feel when I
com lete an individual assi nment .

1

2

3

4

5

6

7

14. Because passing this class will help me
to feel ood about m self.

1

2

3

4

5

6

7

115. Because I want to be rich later on in my life.

1

2

3

4

5

6

7

16. For the pleasure I feel when I learn more about the
sub'ects which interest me.

1

2

3

4

5

6

7

117. Because it will help me make a better career choice.

1

2

3

4

5

6

7

118. Because I feel good in this class.

1

2

3

4

5

6

7

19. I can't figure out why I attend this class and
frankl , I don't care.

1

2

3

4

5

6

7

20. For the satisfaction I feel when I'm actively involved
in activities and ro'ects.

1

2

3

4

5

6

7

1

2

3

4

5

6

7

1

2

3

4

5

6

7

1

2

3

4

5

6

7

2

3

4

5

6

7

2

3

4

5

6

7

1

2

3

4

5

6

7

1

2

3

4

5

6

7

2

3

4

5

6

7

111. Because I like attending this class.

I 21. To prove to myself that I am smart.
I 22. To earn more money later on.
23. Because this class allows me to learn more about so
man thin s that interest me .

I 25. Because I find this class stimulating.

1

26. I have no idea. I can't understand what I am doing in this class.

28. Because I want to prove to myself that I can be academically
1
successful in hi h school.

© Karsenti & Thibert, 1997

Appendix C
Letter to Superintendent (cc Principal)

Types of Motivation

ne 25, 2001

ear Mr. Napier
ould like to request your permission to conduct my Masters Degree research project with two
sses of Grade 8 science students this fall.
y plan is to use an instrument that will determine what type of motivation the students are
spending to, either intrinsic or extrinsic. At the end of the first term or possibly at the end of
e course I intend to compare academic achievement to the primary motivational style of the
dent by using a statistical analysis to determine if a significant relationship exists between the
o variables.
ther than twenty minutes to complete the survey, my project will cost no additional .
structional time and have no impact on the instructional content of the course. Prior to
ministering the motivation survey, a permission letter will be sent home to all parents of
dents involved. Only those students with returned and signed consent forms will participate
the study. Prior to its administration the survey will be presented to the UNBC Research
hies Board for approval. Students will of course remain anonymous throughout the study.
e topic of student motivation is one of ongoing concern to all classroom teachers, but
icularly at the junior secondary level where physical and emotional change combine to create
bstantial distractions. I hope the results of my research project offer some insights into this
ea .
. ank you for your time. I look forward to hearing from you .
ncerely yours

ltJJ; j_

t;·

v \•, ~ ',. . ,'-,vO'\..
~ j -:

I

j

f

-,

andall Barr
Adrian Monych

~

ot71

Pr1 n c i pa.

/

39

Types of Motivation

Appendix D
Permission from Author to Use AAMS
~ nd
& Jean Barr
=rom:

o:

'ent:

Subject:

Thieny Karsenti <thieny.karsenti@UMontreai.CA>
Randall & Jean Barr <rbarr@quesnelbc.com>
June 24, 2001 3:17PM
Re: The Adolescents' Academic Motivation Scale

i>lease do not hesitate to contact me at the beginning of August. ..

hierry Karsenti
hierry Karsenti wrote:
Sir,
I would be more than happy to let you use a version of the AAMS . We could also
further discuss how to use the instrument.
I am leaving for Europe (conferences) in three days and will not be back in my office
before August 6. I could then call you to explain how to use the scale.
I hope this is OK
Regards,

Thierry Karsenti
Randall & Jean Barr wrote:
Hello Dr. Karsenti My name is Randall Barr. I am a high school chemistry
teacher in Quesnel, BC, a small forestry community about 700 km north of
Vancouver. I am currently working on my Masters Degree in Education at the
University of Northern British Columbia in Prince George, BC. In a recent
graduate course in Motivation , I wrote a research paper on Deci and Ryan's
1985 theory of motivation. As part of my paper I cited your research findings in
your 1995 paper "What Type of Motivation is Truly Related to Student
Achievement? A look at 1428 High School Students". As a high school
teacher finishing my twenty-first year of teaching, the topic of student
motivation is very important to me. For my final Masters project I would like to
repeat a similar study on motivation and achievement on a group of 50 grade 8
science students in Quesnel in the upcoming 2001 - 2002 school year. Unlike
the Montreal students in the 1995 study, my students are primarily rural, with_
very little or no experience with an urban environment. I would like to ask you .
if I could please use your instrument "The Adolescents' Academic Motivation
Scale (AAMS)" to conduct my research. If you could send me a copy of the
instrument and a key to evaluate it, I will gladly send you a copy of my final
paper and give you complete access to any of my findings. I understand that
this is a large request from a complete stranger, but your cooperation in this
''""4''"""' , .,,... . ,1....4 .... ,... ........ _,...,..,..,...,. ,, ..... 1, , ..,....,.,.._....,_ : .... 4,...,.1

I

l : t .. ,.... , ,.,.. ,,

~ .... .

·-

........ ....1 : .......... & .... ,.1

-

· ·

I : .C-

. _. 40

Appendix E
Letter of Consent from Superintendent

Types of Motivation

June 28, 2001

Mr. Randall Barr

~ M'J./a.t!

I

Dear Mr. . £arr:
/

Thank you for your recent letter in which you state your intention to
conduct a research project with two Grade 8 Science classes as part of
your UNBC Masters Degree Program. Permission is granted for you to
conduct this research as you have requested. Please be advised that I
would like to see a copy of the instrument that you will use to
determine what type of motivation the students are responding to, either
intrinsic or extrinsic.
Please be cautioned that the utmost care must be taken to ensure
confidentiality with respect to student information. It is understood that
you will follow the University's Code of Ethics with regard to research
methodologies and that you have the consent and cooperation of the
School Principal in proceeding with this portion of your project.
I wish you every success in the completion of your Masters Program.
Please advise if I can be of assistance. I would be pleased to review the
outcomes of your project, once completed.
Yours sincerely, .

:.:_:_:/ ·_-;fA

Ed Napier
Superintendent of Schools

EN:sb
cc:

Mr. A. Monych, Principal, Correlieu Secondary School
Personnel File

(teach-barr)

41

Appendix F
Letter of Consent from School Principal
A. MONYCH. Principal

August 21, 2001

e

~

Types ofMotivation
J. STEWART, Vice Principal

/dAt j/

I have recently received a letter from Mr. Napier approving your proposed study
of student motivation. I understand that you will be conducting a survey with a
number of your grade eight classes and that you will be obtaining parental
permission for the survey. I support your project and the survey that you will
conduct. I would very much like to review the results with you to see if there are
' actions that the school as a whole can undertake to improve student motivation.

~~
Adrian Monych

42

Types ofMotivation

Appendix G
Letter of Consent to Parents/Students

September 26, 2001
Dear Parent/Guardian;
As your child's Science 8 teacher this year I am conducting a research study into motivation and
student achievement as part of my Masters Degree program. I would like to give each student a
simple 28 item survey which will ask questions regarding their own reasons for attending class,
performing homework, and believing school to be important The 15 minutes that the survey
requires for completion will be the only time lost or disruption of any form that this study will
have on the regular Science 8 program. The results of the survey will be kept absolutely
confidential and no one other than myself will examine them. Students will remain anonymous
, throughout the study and no names of individuals will appear anywhere in the research. The
surveys will be stored under lock and key in the school vault for the duration of the study.
Participation is purely voluntary and students may withdraw at any time. The research posses no
risk of any kind to the student and will have no effect on the student's mark for this course.
The purpose and goal of the research is to help teachers to better understand what types of
motivation are linked to student achievement. I hope that this will enable teachers to improve
their. delivery of instruction and the desire of their students to learn and be successful in school.
The ability of teachers to understand what motivates students is critical in designing appropriate
activities to foster student learning.
I would greatly appreciate your cooperation in signing this form below authorizing your son or
daughter to be a part of this study. If you are interested, a photocopy of the study's results will
be made available to parents in the school office by late spring. If you have any questions do not
hesitate to contact me at 992-7007. If you have any concerns regarding this project please
contact the Vice President of Research at UNBC (960-5820). Thank you.
Sincerely yours

tJrt,t ~ R. J. ~

Mr. R. T. Barr

Signature ofParent

Date

Signature of Student

Date

Please

~tu n As Soon As Possible

43

1ypes or Monvanon

Appendix H

44

UNIVERSITY OF NORTHERN BRITISH COLUMBIA

3333 University Way, Prince George, BC V2N 4Z9
Dr. Alex C. Michalos
Chair, Research Ethics Board
Tel: (250) 960-6697
Fax: (250) 960-5746
E-mail: michalos@ unbc.ca

UNBC

Research Ethics Board

October 2, 2001

Randall T. Barr
2254 Bartkow Road
Quesnel, BC V2J 7B3

RE:

Proposal 2001.0911.74
Motivation and Student Achievement in Grade 8 Science

Dear Randall:
Thank you for submitting the revised documentation for the above noted research
project. Your project has now been approved and you may commence your research.
If you have any questions, please feel free to contact me.

S n~

/VV\

:v ~ L

Alex C. Michalos
~
Research Ethics Board