ScholarWorks@숙명여자대학교

초록

Intrinsic motivation is a highly adaptive form of motivation, yet prior research has primarily examined its average levels, overlooking daily fluctuations. Given the importance of sustaining motivation over time, we investigated how achievement goals predict both overall levels and daily variability in intrinsic motivation using two intensive longitudinal datasets. In Study 1, 218 college students across the U.S. reported their achievement goals and daily intrinsic motivation. Results indicate that adopting mastery-approach goals-focused on developing competence-predicts higher intrinsic motivation, whereas normative-approach goals-focused on outperforming others-predict greater fluctuations in intrinsic motivation. Study 2 extended these findings by categorizing 197 college students' open-ended academic goals at a highly competitive public university while controlling for several covariates, yielding consistent results. These findings underscore the benefits of fostering goals that emphasize personal growth and learning. Educational relevance and implications statement: College students often ask how to stay motivated, recognizing that motivation is not something we either have or don't have. It can change from day to day. Despite the public interest in staying motivated, scientific knowledge on how to sustain motivation has been relatively limited. Addressing this gap in the literature, this study shows that the types of goals students pursue are associated with both how motivated they feel overall and how steady that motivation is over time. Students who focus on learning and personal growth tend to experience higher intrinsic motivation, while those who aim to outperform others may face more ups and downs. These insights can help students recognize and adopt more sustainable strategies for maintaining their motivation.

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