Areepattamannil Shaljan
a National Institute of Education, Nanyang Technological University.
J Gen Psychol. 2014;141(3):247-62. doi: 10.1080/00221309.2014.897929.
This study examined the relationships between academic motivation-intrinsic motivation, extrinsic motivation, amotivation-and mathematics achievement among 363 Indian adolescents in India and 355 Indian immigrant adolescents in Canada. Results of hierarchical multiple regression analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were not statistically significantly related to mathematics achievement among Indian adolescents in India. In contrast, both intrinsic motivation and extrinsic motivation were statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. While intrinsic motivation was a statistically significant positive predictor of mathematics achievement among Indian immigrant adolescents in Canada, extrinsic motivation was a statistically significant negative predictor of mathematics achievement among Indian immigrant adolescents in Canada. Amotivation was not statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. Implications of the findings for pedagogy and practice are discussed.
本研究调查了363名印度青少年和355名加拿大印度裔移民青少年的学术动机（内在动机、外在动机、无动机）与数学成绩之间的关系。分层多元回归分析结果显示，在印度的印度青少年中，内在动机、外在动机和无动机与数学成绩在统计学上无显著相关性。相比之下，在加拿大的印度裔移民青少年中，内在动机和外在动机均与数学成绩在统计学上显著相关。虽然内在动机是加拿大印度裔移民青少年数学成绩的统计学显著正向预测因子，但外在动机是加拿大印度裔移民青少年数学成绩的统计学显著负向预测因子。在加拿大的印度裔移民青少年中，无动机与数学成绩在统计学上无显著相关性。本文讨论了这些研究结果对教学法和实践的启示。
