Effects of Parenting Styles, Academic Self-Efficacy, and Achievement Motivation

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suggested that when an individual progresses from amotivation to intrinsic motivation along the self-determination continuum, the different profiles of motivation are related with increasingly positive developmental outcomes of the individual. Researchers in psychology (Deci, 1975; Deci & Ryan, 1985, 1991, 2000; Deci, Vallerand, Pelletire, & Ryan 1991; Ryan & Deci, 2000; Vallerand et al., 1992) have postulated a tripartite taxonomy of intrinsic motivation in which there are three types of intrinsic motivation. These are: Intrinsic motivation to know, intrinsic motivation to accomplish, and intrinsic motivation to experience stimulation. Intrinsic motivation to know refers to an inner motive of the individual to engage in a task for the pleasure and satisfaction that he/she obtains while performing the task, learning, exploring, or trying to understand something new from the task. Intrinsic motivation to accomplish refers to a person‟s internal motive to engage in a task for the happiness and gratification obtained when he/she tries to accomplish or create something. Intrinsic motivation to experience stimulation refers to an individual‟s inner motive to perform a task in order to obtain stimulating sensations, such as sensory pleasure, aesthetic experiences, as well as fun and enjoyment (for more extensive definitions of the three types of intrinsic motivation, see Deci, 1975; Deci & Ryan, 1985, 1991, 2000; Ryan & Deci, 2000; Vallerand et al., 1992). According to Vallerand et al. (1992), achievement motivation can be understood as being categorized under the umbrella of intrinsic motivation to accomplish because individuals focus on the process of achieving rather than on the outcome. As with intrinsic motivation, researchers in psychology (Deci, 1975; Deci & Ryan, 1985, 1991, 2000; Deci, Vallerand, Pelletire, & Ryan 1991; Ryan & Deci, 2000) have

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