Predictive effects of temperament on motivation

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http://hdl.handle.net/10138/217885

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Rawlings , A , Tapola , A & Niemivirta , M 2017 , ' Predictive effects of temperament on motivation ' , International Journal of Educational Psychology , vol. 6 , no. 2 , pp. 148-182 . https://doi.org/10.17583/ijep.2017.2414

Title: Predictive effects of temperament on motivation
Author: Rawlings, Anna; Tapola, Anna; Niemivirta, Markku
Contributor: University of Helsinki, Department of Education
University of Helsinki, Department of Education
University of Helsinki, Department of Education
Date: 2017-06-24
Language: eng
Number of pages: 35
Belongs to series: International Journal of Educational Psychology
ISSN: 2014-3591
URI: http://hdl.handle.net/10138/217885
Abstract: Although temperament and motivation both reflect individual differences in what is perceived as rewarding or threatening, and what is to be approached and what avoided, respectively, we know rather little about how they are connected in educational settings. In this study, we examined how different aspects of temperament (reward and punishment sensitivities) predict the goals students seek to achieve in relation to learning and performance. In Study 1, four dimensions describing students’ temperament (sensitivity to punishment, intraindividual reward sensitivity, interindividual reward sensitivity, and positive expressiveness) were uncovered, and in Study 2, these were used to predict students’ achievement goal orientations (mastery-intrinsic, mastery-extrinsic, performance-approach, performance-avoidance, and avoidance). The results of exploratory structural equation modeling revealed significant predictions on all achievement goal orientations. In line with theoretical assumptions, sensitivity to punishment was predictive of performance orientations, intraindividual reward sensitivity of mastery orientations, and interindividual reward sensitivity of performance- and avoidance orientations. Positive expressiveness only had weak negative effects on performance orientations. The findings suggest that the goals and outcomes students seek to attain in an educational context are partly dictated by their sensitivity to different environmental cues and the kinds of affective and behavioral responses these typically incite.
Subject: 516 Educational sciences
Temperament
Motivation
Sensitivity to punishment
Sensitivity to reward
Achievement goal orientation
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