Motivation at school: a systematic review from the theoretical perspective of Susan Harter
Keywords:
motivación intrínseca, motivación extrínseca, escolares, educaciónAbstract
A systematic review about motivation towards learning in schoolchildren is presented. Empirical studies that used the motivational assessment instrument Scale of intrinsic versus extrinsic orientation in the classroom (Harter, 1980, 1981) were included. Providing an approach to the development, subsequent adaptations and applications of the aforementioned instrument. This review was based on 26 different articles that talked about motivation from this perspective, which were categorized as follows: a) those who used Harter’s (1981) instrument in its original form, b) investigations that employ some of the subscales of the whole instrument, c) studies which modify the instrument in order to use it in a different ambit; and, d) those that perform a theoretic and methodological revision from which the original instrument is modified. Most of the research was conducted in North America and few recent studies were found. An important number of investigations replicated the initial factorial structure; the main psychometric difficulties refer to the Curiosity dimension. This review shows that the evaluation instrument developed by Harter, and the author’s theoretical perspective, continues to be the subject of discussion and reformulation even now. There is a tendency that points towards a change in the concept of motivation in the classroom, which is initially understood as opposing poles, given that intrinsic and extrinsic motivation can coexist within a classroom and show differences depending on the different school subjects.
ARK-CAICYT: http://id.caicyt.gov.ar/ark:/s23143932/6f4vle71y
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