TY - JOUR
T1 - Cross-validation of a model of intrinsic motivation with students enrolled in high school elective courses
AU - Ferrer-Caja, Emilio
AU - Weiss, Maureen R.
PY - 2002/1/1
Y1 - 2002/1/1
N2 - The purpose of this study was to cross-validate a model of relationships among social-contextual factors, individual differences, and intrinsic motivation in adolescent students enrolled in required courses (E. Ferrer-Caja & M. R. Weiss, 2000) with an independent sample of students taking elective courses. Female and male high school students (N = 219) completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientation, and intrinsic motivation. Motivated behavior was assessed by teachers who rated the students on effort and persistence in class activities. First, the authors used structural equation modeling to examine model invariance between the original and the new samples, which yielded a lack of equivalence. Next, the authors examined several alternative theory-based models using the elective sample. The results indicated that the data were best represented by a model that separated social-contextual factors, individual factors, intrinsic motivation, and motivated behaviors. The strongest predictors of intrinsic motivation were task-goal orientation and perceived competence. These results are discussed from both theoretical and methodological perspectives.
AB - The purpose of this study was to cross-validate a model of relationships among social-contextual factors, individual differences, and intrinsic motivation in adolescent students enrolled in required courses (E. Ferrer-Caja & M. R. Weiss, 2000) with an independent sample of students taking elective courses. Female and male high school students (N = 219) completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientation, and intrinsic motivation. Motivated behavior was assessed by teachers who rated the students on effort and persistence in class activities. First, the authors used structural equation modeling to examine model invariance between the original and the new samples, which yielded a lack of equivalence. Next, the authors examined several alternative theory-based models using the elective sample. The results indicated that the data were best represented by a model that separated social-contextual factors, individual factors, intrinsic motivation, and motivated behaviors. The strongest predictors of intrinsic motivation were task-goal orientation and perceived competence. These results are discussed from both theoretical and methodological perspectives.
KW - Adolescents
KW - Intrinsic motivation
KW - Invariance testing
KW - Motivational climate
KW - Structural equation modeling
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U2 - 10.1080/00220970209602056
DO - 10.1080/00220970209602056
M3 - Article
AN - SCOPUS:0035982313
SN - 0022-0973
VL - 71
SP - 41
EP - 65
JO - Journal of Experimental Education
JF - Journal of Experimental Education
IS - 1
ER -