Learning enjoyment, positive behavioural engagement in the classroom, and high achievement if learning is instrumentally motivated—a contradiction in terms?

Hagenauer, Gerda; Hascher, Tina (2011). Learning enjoyment, positive behavioural engagement in the classroom, and high achievement if learning is instrumentally motivated—a contradiction in terms? Zeitschrift für Bildungsforschung, 1(2), pp. 97-113. Springer VS-Verlag 10.1007/s35834-011-0011-3

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Self-Determination-Theory differentiates between intrinsic motivation and four distinct types of instrumental motivation that vary in the degree of experienced self-determination. Learning enjoyment as an activating emotion that goes along with positive learning behaviour and high achievement is regarded as part of intrinsic motivation while the association between learning enjoyment and instrumentally regulated motivational states is still empirically unclear. The present study focuses on the associations between instrumental motivational forms, learning enjoyment, positive behavioural learning engagement, and students’ achievement. The data consists of answers of 356 students of lower secondary schools to questionnaires administered at two measurement points (during grade 6, grade 7). Results of path analyses confirm the positive association between identified motivation and the negative association between external motivation and learning enjoyment. No association could be shown between introjected motivation and learning enjoyment in grade 6, but results revealed a weak positive correlation in grade 7. In turn, learning enjoyment—but also identified and introjected motivation—correlated positive with positive behavioural engagement in the classroom which was associated with higher student achievement.

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