Intrinsic Motivation in Adolescent Education
Proposal Summary
Overview
This study emphasizes the influential years of secondary school to shed light on the association between essential motivation and young education. This inquiry pursues to recognize the interface between intrinsic motivation and autonomy support, peer affairs, task features, Self-Determination Theory (SDT), and the Need Achievement Theory (NAT). The main objective of this search is to discuss the link between intrinsic motivation, academic accomplishment, and individual development. The research anticipates providing thorough perceptions of the elements affecting teens’ fundamental basis using an experimental method, including a pilot study.
Intellectual Merit
Intellectual advantages accumulate from this study’s inclusive utilization of SDT and NAT in adolescent education. The key emphasis of the survey highlights intricate characteristics, encompassing connectedness, ability, self-governance, and internal feeling. This study’s goal is to create fundamental relations which engage experimental methodologies. Scrutinizing the connection between autonomy sustenance and intrinsic inspiration and the role of personality factors as moderators, this study seeks to recognize better how educational surroundings might increase inherent motivation for varied students (Santiago-Torner, 2023).
Proposal Description
First, the study advances the discipline to investigate how personality characteristics control self-sufficiency support and innate drive. The test also addresses a significant gap by suggesting that studies of how aspects, including parent participation, affect teenagers’ essential motivation.
General methods involve choosing a demonstrative sample of teenagers and randomly assigning them to one of many experimental conditions that differ in autonomy support, peer contact, and task type (Zhang et al., 2022). The study will thoroughly assess how these characteristics affect intrinsic motivation, academic achievement, and other variables. This plan follows research technique best practices to ensure the legitimacy and consistency of results. This research enhances our understanding of teenage education and helps high school teachers and lawmakers develop methods to enhance students’ intrinsic motivation and academic achievement. Creativity inspires student well-being and STEM diversity, which benefits society.
Pilot Study
The pilot study establishes a baseline for future larger-scale research and determines if the experimental design is feasible. Two statistical tests are needed for this first data analysis. A paired-sample t-test will determine if participants’ intrinsic motivation scores alter between pre- and post-autonomy support groups. This test examines the direct influence of autonomy support on intrinsic motivation in a controlled environment. A Pearson connection investigation will explore social forces with peers and internal determination (Chu et al., 2021). A connection between strong peer interactions and increased distinct desire in teens will illuminate the issue. These primary statistical assessments will aid us in adjusting our measurements and experimental measures to recognize better the causal relationships and wish to study in the full-scale investigation (Scheel et al., 2021).
Moreover, examining individuality using a chi-square test will assess possible links between task intricacy and contribution. This assessment will disclose how task aspects affect central motivation in youths, enhancing our understanding of how academic encounters influence them. Self-governance inspiration, peer associations, and task characteristics will be considered in a one-way investigation of discrepancy (ANOVA) to ascertain if intrinsic motivation scores differ among experimental conditions (Kim et al., 2022). These evaluations illustrate factors influencing intrinsic motivation in teenage education and inform full-scale study adjustments.
General Plan of Work
Participants
A demonstrative sample of high school students from several demographics will be selected for research. Stratified sampling will increase contributor diversity. A completely random selection may be challenging to achieve. We will hire people of various races, socioeconomic backgrounds, and skill levels. The sample size will be determined using power analysis to ensure statistical power to detect significant effects. Before participating in the study, participants and their guardians must give informed consent.
Measures
The researchers will employ specified criteria to measure essential factors. Participants’ self-reported academic motivation will be utilized to develop validated scale items to assess intrinsic motivation. Based on the Learning Climate Questionnaire’s autonomy support subscale, a scale will measure autonomy support. Self-report measures of peer connection will be used to assess peer interactions. A study-created scale will operationalize task factors, including difficulty levels, to grade academic activities’ perceived difficulty (Violanti & Kelly, 2023). Trait self-determination, demand for autonomy, accomplishment motivation, and personality traits will be used to analyze the relationship between autonomy support and intrinsic motivation.
Procedure
The task, peer contact, and autonomy support of each experimental condition will be randomly assigned to participants. A controlled experiment will be conducted with clear instructions. Intentionally manipulative conditions will affect task features, peer connections, and autonomy support. Interim and post-intervention surveys will evaluate intrinsic motivation. Reduced confounding and extraneous variables will improve the study’s internal validity (Asiamah et al., 2021). The approach would also follow ethical guidelines, including confidentiality and continual consent. The study’s end-of-study debriefing will educate participants on its goal and address any issues. All steps will be made in the future tense to reflect the anticipated study measures.
References
Asiamah, N., Mends-Brew, E., & Boison, B. K. T. (2021). A spotlight on cross-sectional research: addressing the issues of confounding and adjustment. International Journal of Healthcare Management, 14(1), 183-196. https://doi.org/10.1080/20479700.2019.1621022
Chu, X., Ji, S., Wang, X., Yu, J., Chen, Y., & Lei, L. (2021). Peer phubbing and social networking site addiction: the mediating role of social anxiety and the moderating role of family financial difficulty. Frontiers in psychology, 12, 670065. https://doi.org/10.3389/fpsyg.2021.670065
Kim, Y. E., Yu, S. L., & Shin, J. (2022). How temptation changes across time: Effects of self-efficacy for self-regulated learning and autonomy support. Educational Psychology, 42(3), 278-295. https://doi.org/10.1080/01443410.2021.2009774
Santiago-Torner, C. (2023). Ethical climate and creativity: the moderating role of work autonomy and the mediator role of intrinsic motivation. Cuadernos de Gestión, 23(2), 93-105. https://doi.org/10.5295/cdg.221729cs
Scheel, A. M., Tiokhin, L., Isager, P. M., & Lakens, D. (2021). Why hypothesis testers should spend less time testing hypotheses. Perspectives on Psychological Science, 16(4), 744-755. https://doi.org/10.1177/1745691620966795
Violanti, M. T., & Kelly, S. (2023). Self-Assessments: Creating Validated Teaching and Training Tools. Business and Professional Communication Quarterly, 23294906231203369. https://doi.org/10.1177/23294906231203369
Zhang, Y., Zhang, J., Gu, J., & Tse, H. H. (2022). Employee radical creativity: the roles of supervisor autonomy support and employee intrinsic work goal orientation. Innovation, 24(2), 272-289. https://doi.org/10.1080/14479338.2021.1885299
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