What Drives Success: An Examination of Academic Motivation and Self-Efficacy Research Paper by scribbler

What Drives Success: An Examination of Academic Motivation and Self-Efficacy
A study carried out on 100 undergraduate students to examine differences between two types of motivation.
# 153537 | 2,220 words | 11 sources | APA | 2013 | US

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This paper presents the aims and results of a study set up to establish a relationship between academic motivation and academic self-efficacy. It is designed to measure the level of academic motivation as well as their type of motivation, of approximately 100 undergraduate students. It includes details of the methods, procedures and measures employed to carry this out. The paper also sets out and discusses the expected results.

Intrinsic Academic Motivation
Academic Self-Efficacy
Expected Results
Discussion of Expected Results

From the Paper:

''Motivation can be viewed as the driving force behind human behavior. It is also situation-specific, in that one may be highly motivated in one area of their life, but not in another. For the purposes of this study, the focus will be placed on academic motivation, or motivation within an academic setting. The self-determination theory posed by Deci and Ryan (1985), states that motivation behind a particular behavior is controlled by either internal or external dynamics. Behavior that is internally motivated (self-determined), or intrinsic, is carried out for the sake of the act itself. Meaning that one simply finds enjoyment from participation in the activity (Deci & Ryan, 1985). Behaviors that are externally motivated, or extrinsic, are engaged in as a means to some sort of end, in that it is done in order to reap some type of benefit. Studies have shown that intrinsic motivation leads to more positive educational outcomes than does extrinsic motivation (Ryan & Deci, 2000).
''As previously stated, intrinsic motivation (IM) refers to doing something because the act itself is fundamentally enjoyable to the individual. This form of motivation can be further broken down into three different types: IM-to-know, IM-to accomplish things, and IM-to experience stimulation. IM-to know has to do with the performing of an activity for the satisfaction one feels while experiencing it. IM-to accomplish things can be described as the engaging in an activity for the joy felt when accomplishing something. Finally, IM-to experience stimulation involves participation in an activity for the sake of experiencing stimulating sensations.''

Sample of Sources Used:

  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York, Freeman.
  • Carway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors Of school engagement in high school
  • students, Psychology in the School, 40, 417-427.
  • Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human

Cite this Research Paper:

APA Format

What Drives Success: An Examination of Academic Motivation and Self-Efficacy (2013, June 10) Retrieved August 22, 2019, from https://www.academon.com/research-paper/what-drives-success-an-examination-of-academic-motivation-and-self-efficacy-153537/

MLA Format

"What Drives Success: An Examination of Academic Motivation and Self-Efficacy" 10 June 2013. Web. 22 August. 2019. <https://www.academon.com/research-paper/what-drives-success-an-examination-of-academic-motivation-and-self-efficacy-153537/>