Intrinsic and Extrinsic Motivation in Technology Education

Abstract

The purpose of this study was to determine the elements motivating comprehensive school students to study technology. The research was carried out as a qualitative case study and the material was collected through individual theme interviews. Each test participant represented a different case of motivation towards technology education. In choosing individuals for the study the main criteria were gender, negative or positive motivation and competence in the field of technology. This study found that the artifact to be made in school and the student’s freedom of choice had significant effect on motivation in all test participants. Instead, curiosity and intellectual challenge seemed to be the main elements among technological talents. Although, we must be careful with final conclusions as the research group was relatively small, we can conclude that there were more signs of intrinsic motivation among students with high technological competence whereas extrinsic motivation was emphasized in the other students.

Keywords

• Technology education,Intrinsic motivation,Extrinsic motivation,Technological talent

References

1. Autio, O., Hietenoro, J. & Ruismäki, H. (2009). The Touch of Craft, Design and Technology – Factors in Students’ Attitudes. In Kaukinen, L. (Ed.) Proceedings of the crafticulation & education conference. Techne Series. Research in Sloyd Education and Craft Science A:14/2009 (237-243). Helsinki: Helsinki University Press. Burton, K., Lydon, J., D´Alessandro, D. & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to self-determination theory. Journal of Personality and social psychology 91, 750-762. Byman, R. (2002). Voiko motivaatiota opettaa? [Can we teach motivation?]. In Kansanen, P. & Uusikylä, K. (Eds.) Luovuutta, motivaatiota, tunteita (25-41). Jyväskylä: Gummerus. Chirkov, V., Ryan, R., Kim, Y. & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination perspective on internalisation of cultural orientations, gender and well being. Journal of Personality and Social Psychology, 84, 97-110. Deci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press. Deci, E. & Ryan, R. (Eds.) (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press. Dewey, J. (1913). Interest and effort in education. Carbondale, IL: Southern Illinois University Press. Gilman, R. & Anderman, E.M. (2006). Motivation and its relevance to school psychology: An introduction to special issue. Journal on School Psychology 44, 325-329. Gottfried, A.E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology 82, 525-538. Gottfried, A.E., Fleming, J.S. & Gottfried, A.W. (1994). Role of parental motivational practices in children’s academic intrinsic motivation and achievement. Journal of Educational Psychology 86, 104-113. Hidi, S. & McLaren, J. (1990). The effect of topic and theme interestingness on the production of school expositions. In Mandl, H.; De Corte, E.; Bennet, N. & Friedrich, H.F. (Eds.) Learning and instruction: European research in an international context Vol. 2 (295-308). Oxford: Pergamon. Flyvbjerg, B. (2006). Five Misunderstandings About Case-Study. Research Qualitative Inquiry 2006 (12), 219-245. Isen, A.M. & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion 29, 295-323. Jang, H. (2008). Supporting Students’ Motivation, Engagement, and Learning During an Uninteresting Activity. Journal of Educational Psychology, 100(4), 798. Lightfoot, S. (1983). The good high school. New York: Basic Books. Mammes, I. (2004). Promoting Girls’ Interest in Technology through Technology Education: A Research Study. International Journal of Technology and Design Education 14, 89-100. McDonough, M.H. & Crocker, P.R.E. (2007). Testing self motivation as a mediator of the relationship between psychological needs and affective and behavioral outcomes. Journal of Sport & Exercise Psychology 29, 645-663. Merriam, S.B. (1988). Case Study Research in Education: A Qualitative Approach. San Francisco: Jossey-Bass. Pelletier, L.G., Fortier, M.S., Vallerand, R.J. & Briere, N.M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion 25, 279-306. Pintrich, P.R. & Schunk, D.H. (2002). Motivation in education.: Theory, research, and applications. (2nd ed.). Upper Saddle River: Merril Prentice Hall. Ratelle, C.F., Larose, S., Guay, F. & Senecal, C. (2005). Perceptions of parental involvementand support predictors of college students’ persistence in a science curriculum. Journal of Family Psychology 19, 286-293. Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology 91, 537-548. Roeser, R.W., Strobel, K.R. & Quihuis, G. (2002). Studying early adolescents’ academic motivation, social-emotional functioning, and engagement in learning: Variable- and person-centered approaches. Anxiety, Stress, and Coping 15, 345-368. Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and wellbeing, American Psychologist 55, 68-78. Shernoff, D.J., Csikszentmiahlyi, M., Schneider, B. & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly 18, 207-231. Silverman, S. & Pritchard, A. (1996). Building Their Future: Girls and Technology Education in Connecticut, Journal of Technology Education 7 (2), 41-54. Stake, R. (1995). The Art of Case Study Research. California: Sage Publications. Stipek, D.J. (1996). Motivation and instruction. In Berliner, D.C. & Calfee, R.C. (Eds.) Handbook of Educational Psychology (85-113). New York: McMillan. Vallerand, R.J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In Zanna, M.P. (Ed.) Advances in Experimental Social Psychology (271-360). New York: Academic Press. Weber, K. & Custer, R. (2005). Gender-based Preferences toward Technology Education Content, Activities, and Instructional Methods, Journal of Technology Education 16 (2), 55-71. Zuckerman, M. (1994). Behavioral expressions and biosocial bases of sensation seeking. New York: Cambridge University Press.