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Academic Motivation and the Culture of School in Childhood and
Adolescence$
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Cynthia Hudley and Adele E. Gottfried

Print publication date: 2008

Print ISBN-13: 9780195326819

Published to Oxford Scholarship Online: March 2012

DOI: 10.1093/acprof:oso/9780195326819.001.0001

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Low Academic Intrinsic Motivation as a Risk Factor for Adverse Educational Outcomes

Low Academic Intrinsic Motivation as a Risk Factor for Adverse Educational Outcomes

A Longitudinal Study from Early Childhood Through Early Adulthood

Chapter:
(p.36) 3 Low Academic Intrinsic Motivation as a Risk Factor for Adverse Educational Outcomes
Source:
Academic Motivation and the Culture of School in Childhood and Adolescence
Author(s):

Adele Eskeles Gottfried

Allen W. Gottfried

Phillip E. Morris

Clayton R. Cook

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195326819.003.0003

Academic intrinsic motivation forms the basis of the identification of motivational risk status. It is positively correlated to school competency. Greater academic intrinsic motivation relates to higher academic achievement, self-concept, and lower academic anxiety. This chapter examines motivation from school entry level through to early adulthood. The purpose of which is to provide evidence that low academic intrinsic motivation is a risk factor with regard to a broad array of academic outcomes over an extensive period of time. This chapter also illustrates how to identify early and intervene in such cases to maintain academic intrinsic motivation in the context of an extrinsically oriented school culture. In addition, the chapter presents possible proposals for structuring school culture to augment academic intrinsic motivation and thus reduce motivational risk.

Keywords:   academic intrinsic motivation, motivational risk, school competency, higher academic achievement, school culture, academic anxiety

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