Intrinsic-Extrinsic Utility Values and Academic Learning Motivation

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  • SUZUKI TAKASHI
    GRADUATE SCHOOL OF COMPREHENSIVE HUMAN SCIENCE DOCTORAL PROGRAM IN PSYCHOLOGY, UNIVERSITY OF TSUKUBA
  • SAKURAI SHIGEO
    GRADUATE SCHOOL OF COMPREHENSIVE HUMAN SCIENCE DOCTORAL PROGRAM IN PSYCHOLOGY, UNIVERSITY OF TSUKUBA

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  • 内発的および外発的な利用価値が学習動機づけに与える影響の検討
  • ナイハツテキ オヨビ ガイハツテキ ナ リヨウ カチ ガ ガクシュウ ドウキズケ ニ アタエル エイキョウ ノ ケントウ

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  In the present study, effects of intrinsic and extrinsic utility values on academic learning motivation were investigated.  Based on the goal theory of Kasser & Ryan (1993, 1996), intrinsic and extrinsic utility values were separated on the basis of their respective goals.  Intrinsic utility value was defined as the cognition that the current learning would be useful for achieving intrinsic goals, such as self-growth and social contribution.  Extrinsic utility value was defined as the cognition that the current learning would be useful for achieving extrinsic goals, such as fame and money.  High school tenth graders (N=318 ; 181 males, 137 females) completed questionnaires.  The results indicated that (a) intrinsic utility value promoted adaptive learning motivations, such as intrinsic motivation, through mastery goal orientation, and (b) extrinsic utility value promoted maladaptive learning motivations, such as anxiety, through performance avoidance goal orientation.

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