Advanced Research Methods: Academic Motivation Conference Poster & Abstract

Much research has explored the facets that increase academic achievement. However more research is required to better understand extrinsic and intrinsic motivation as well as how they affect perceived academic achievement, academic self efficacy, and academic motivation. 76 UCSB undergraduate students enrolled in Psychology 120L (53 female, 23 male) aged 19-25 participated in the current research. They received course credit to participate in the nomothetic design and completed the study on their personal computers. Using a between subjects design, the following study primes participants with either extrinsic or intrinsic motivation and measures perceived academic achievement, academic self efficacy, and academic motivation. In addition, TA affinity was measured and included in the design as a moderator variable. Statistical analyses included an analysis of variance (ANOVA) and in further exploration of the accumulated data, correlations (Pearson’s r) were conducted. Results indicated that there was a main effect of TA affinity on increased academic motivation regardless of the motivation prime [F(1,74)= 6.91, p<.05]. Further exploration of data exemplified a significant correlation between perceived academic achievement and academic motivation (r= .47, p<.01) as well as perceived academic achievement and self efficacy (r= .46, p<.01).