Study Notes on Motivation in Education

Motivation towards Extracurricular Activities and Motivation at School

1. Article Information

  • Title: Motivation towards extracurricular activities and motivation at school: A test of the generalization effect hypothesis
  • Authors: Anne-Sophie Denault, Frédéric Guay
  • Affiliation: Département des fondements et pratiques en éducation, Université Laval, Quebec, Canada
  • Article history:
    • Received: 8 July 2016
    • Revised: 23 November 2016
    • Accepted: 26 November 2016
    • Online available: 2 December 2016
  • Keywords: Motivation, Extracurricular activities, Intrinsic motivation, High school students

2. Abstract

  • Participation in extracurricular activities (ECAs) enhances students' school motivation.
  • The study tests a serial multiple mediator model using self-determination theory (Deci & Ryan, 2000).
  • Key Findings:
    • Students' perceptions of autonomy support from ECA leaders predicted activity-based intrinsic and identified regulations.
    • These regulations predicted school-based intrinsic and identified regulations during the same school year and a year later.
    • A total of 276 students (54% girls) from disadvantaged neighborhoods participated in the survey over two data collection waves.
    • Generalization effects of motivation from ECA context to school context were supported.

3. Context and Importance

  • High dropout rates are prominent among students from disadvantaged neighborhoods.
  • Various stakeholders (researchers, practitioners, politicians) seek methods to retain students until high school completion, emphasizing the necessity of promoting school motivation (Vallerand et al., 1997).
  • Research indicates participation in ECAs is correlated with positive academic outcomes (Farb & Matjasko, 2012), including:
    • Higher grades
    • Increased educational aspirations and post-secondary education likelihood
    • Lower dropout rates
  • Limited mechanisms have been explored to clarify why students benefit from participation in ECAs.

4. Methodological Approach

4.1 Participants and Study Design
  • Sample:
    • High school students from disadvantaged neighborhoods, considered at risk for dropout (Crowder & South, 2003).
    • 3000 students (grades 7-10) were sampled; 952 completed questionnaires (T1), with a retention of 67% for T2.
  • Study Design: Longitudinal design with two waves of data collection (T1 and T2).
4.2 Measures and Instruments
  • Participation in ECAs:
    • Defined as non-mandatory activities organized by school outside of class periods.
    • Data collected on names of ECAs, hours of participation, and types of activities.
    • Categories: 69% Sports, 19% Performing Arts, 10% School Clubs, 2% Other.
  • Perceived Autonomy Support:
    • Measured with the Learning Climate Questionnaire (LCQ) (Williams & Deci, 1996).
  • Intrinsic and Identified Regulations:
    • ECA context assessed using the Leisure Motivation Scale (EML) (Pelletier et al., 1996).
    • School context measured with the Academic Motivation Scale (AMS) (Vallerand et al., 1989).
4.3 Analytical Strategy
  • Analyses utilized Mplus version 7.4 for missing data using full information maximum likelihood (FIML).
  • Confirmatory Factor Analyses (CFA) were performed to validate latent constructs.

5. Theoretical Framework

5.1 Self-Determination Theory (SDT)
  • The necessity of autonomy defined as experiencing choice, willingness, and volition in one's behavior (Deci et al., 2013).
  • Autonomy Support: Adults recognize adolescents’ perspectives and provide choices, fostering higher intrinsic and identified motivation forms (Guay et al., 2008).
5.2 Proposed Mediation Model
  • A serial multiple mediator model depicted students' perceptions of autonomy support influencing intrinsic and identified regulations, which subsequently translates into school-based motivation both during the same year and a year later.

6. Hypotheses and Predictions

  1. Positive predictive links from perceived autonomy support to activity-based intrinsic and identified regulations at T1.
  2. Generalization effects from ECA to school regulations within the same academic year.
  3. Significant indirect associations between autonomy support and school-based motivation at T2, via initial regulations at T1.

7. Key Findings

7.1 Statistical Results
  • Control variables such as activity type (school clubs vs. others) and participation intensity were included and significantly affected motivations.
  • Results of Model:
    • Perceived autonomy support positively influenced both types of regulations in activity contexts and generalized to school contexts.
    • Various significant indirect effects illustrated pathways from autonomy support to school motivation through activity based motivations as predicted.
7.2 Generalization Effect
  • Generalization Effect: Positive experiences in ECAs can help students from disadvantaged neighborhoods develop a more favorable disposition toward school (as indicated by TCM and HMIEM theories).

8. Discussion and Implications

8.1 Contributions to Theory
  • Generalization Effects: Study reinforces that motivation can extend from leisure (ECA) to educational contexts.
8.2 Practical Implications
  • Suggests training for ECA leaders to foster motivation, potentially benefiting overall student engagement and retention.
8.3 Study Limitations
  • Reliance on self-reported measures introduces potential bias.
  • Small, single-neighborhood sample may limit generalizability.
  • Further research on relatedness and involvement in multiple activities suggested.

9. Conclusion

  • Examining the impact of ECAs on school motivation highlights viable strategies for preventing dropout among adolescents in disadvantaged neighborhoods.
  • Findings emphasize promoting autonomy support in ECAs to enhance school-related motivations over time.

10. Acknowledgements

  • Research funded by grants from the Fonds de recherche du Quebec - Société et culture.

11. References

  • Detailed references from the research backing the study are provided throughout the transcript.