Naslov
Intrinsic vs. extrinsic orientation in the classroom and self-regulated learning

Autori
Rijavec, Majda ; Raboteg-Šarić, Zora ; Miljković, Dubravka

Izvornik
Studia Psychologica (0039-3320) 45 (2003), 1; 51-63

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
motivation for learning; intrinsic vs. extrinsic orientation; self-regulated learning

Sažetak
The study explored whether students (5th and 6th grades of elementary school) can be classified into groups according to their motivational orientation in learning (motivational and informational components) and assessed relationship between these orientations, academic achievement and various components of self-regulated learning (goal orientations, perceived control, learning strategies, values and self-esteem). It was found that intrinsic orientation in the classroom was positively correlated with self-regulated learning. In addition, it seems that intrinsically motivated students at this age profit from their dependence on teacher to tell them what, when and how to do something. On the contrary, extrinsic motivation was less correlated with self-regulated learning. This proved especially true of students with high performance-orientation and dependence on teacher to tell them what to do.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA