1. Presenter: Che-Yu Lin Advisor: Min-Puu Chen Date: 03/30/2009
Using a two-factor theory of achievement motivation to examine performance-based outcomes and self-regulatory processes
Presenter: Che-Yu Lin
Advisor: Min-Puu Chen
Date: 03/30/2009
Story, P.A., Hart, J.W., Stasson, M.F., & Mahoney, J.M. (2009). Using a two-factor theory of achievement motivation to examine performance-based outcomes and self-regulatory processes. Personality and Individual Differences, 46(4), 391–395.

2. Introduction(1/4)
Although many researchers agree that achievement motivation represents a complex, multidimensional concept, there is frequently disagreement about the exact number of factors and how to best conceptualize the construct.
Current research proposes that theories of achievement motivation can be summarized into two theoretically and empirically supported motivational factors: intrinsic and extrinsic motivation.
Vroom (1964) stated that one’s motivation to work is a multiplicative function of three factors: expectancy, instrumentality, and outcome valence.
Achievement motivation refers to the tendency to set and work toward personal goals and/or standards (Cassidy & Lynn, 1989).

3. Introduction(2/4)
The Cassidy and Lynn achievement motivation scale (CLAMS) was developed to assesses achievement motivation on seven interrelated factors: Work Ethic, Acquisitiveness for money and material wealth, Dominance, Pursuit of Excellence, Competitiveness, Status, and Mastery.
Autonomous motivation refers to types of motivation that involve internal processes through which people come to identify with and internalize the value of an activity, whereas controlled motivation refers to types of motivation that result from external demands.
Intrinsically motivated students focus more on mastering material than extrinsically motivated students.

4. Introduction(3/4)
While the research is mixed (Elliot & Church, 1997; Harackiewicz et al., 1997), some studies have found that intrinsic motivation predicts final course grades (Phillips et al., 2003) and performance on standardized tests (Gottfried, 1985).
Intrinsically motivated students use more complex cognitive strategies than do extrinsically motivated students.
Patrick, Ryan, and Pintrich (1999) found that junior high students adopting a mastery orientation used more cognitive strategies than did students not using this intrinsic-based orientation.
Studies have found that intrinsic motivation is associated with better self-regulatory strategies, extrinsically motivated individuals tend to prefer easier tasks compared to challenging ones (Ames, 1992; Gottfried, 1985).

5. Introduction(4/4)
Research also shows that intrinsic motivation is positively associated with a belief in one’s ability to succeed.
In this study, we examine the utility of a two-factor theory of achievement motivation that examines the separate effects of intrinsic and extrinsic motivation.
Extrinsic achievement motivation (EAM) and intrinsic achievement motivation (IAM) were used to predict three achievement -related constructs: need for cognition, frequency of self-reinforcement, and generalized expectancy for success.
H1 is that we expect IAM to be positively related to NFC.
H2 is that IAM will be positively related to FSR.
H3 is that EAM will be positively related to GESS.
H4 is that IAM should also be positively related to GESS.

6. Methods Psychology students (total N = 340).
Using a five-point Likert-type scale (1 – never to 5 – always).
At the first session, all participants filled out the achievement motivation measures, generalized expectancy for success scale, and need for cognition scale.
One hundred and nineteen of the original participants returned to a second session at which they filled out the frequency of self-reinforcement questionnaire.
At the end of each session, participants were debriefed and thanked for their participation.

7. Results(1/4)

8. Results(2/4)

9. Results(3/4)

10. Results(4/4)

11. Discussion(1/2)
The results of this study suggest that a two-factor theory of achievement motivation offers a useful method to examine the relations among achievement-related constructs.
IAM was positively related to self-reported levels of internal processes such as cognitive activity (need for cognition) and self-regulation (frequency of self-reinforcement).
The results indicated that a person can have high expectations for success if one is high in either EAM or IAM.
These results are consistent with existing literature showing that intrinsically motivated individuals not only enjoy engaging in effortful thinking, but they are also more likely to self-reinforce and regulate their behaviors.

12. Discussion(2/2)
Our results suggest one’s dispositional levels of motivations affect cognitive activities, self-regulatory strategies, and expectations for success.
Our present findings suggest that some individuals may be intrinsically and extrinsically motivated, and would profit from a mixture of these approaches.
One implication of our study is that extrinsic and intrinsic motivation are not always antagonistic in nature.
Future studies should continue to explore the utility of this two factor model of achievement motivation.
The challenge is to determine what motivates different individuals in particular contexts and to be able to select a strategy that will enable each person to be successful.