Intrinsic motivation to learn: Affective and cognitive correlates of learning and problem-solving

The nature and operation of intrinsic motivation to learn was examined in the present research. Intrinsic motivation to learn was defined as an enduring personality disposition that differentiates out of general intrinsic motivation as an individual develops. In its operation intrinsic motivation to learn was hypothesized to be characterized by the factors of affect, competence, curiosity, persistence, and self-determination. Two studies were conducted with college students to examine the nature of the relationship between intrinsic motivation to learn and individual differences in subjective experiences during cognitive tasks. In Study 1, subjects studied a favorite subject and in Study 2, subjects were required to solve problems. In both studies subjective experiences were examined in terms of self-reported affect. Motivational indices, persistence, performance indices, and intelligence also were examined. It was found in both Study 1 and Study 2 that people at higher levels of intrinsic motivation to learn experienced more positive affect than people at lower levels of intrinsic motivation to learn. People at higher levels of intrinsic motivation to learn also experienced less negative affect while studying a favorite subject than people at lower levels of intrinsic motivation to learn. In Study 1, additional group differences were found on persistence and on all motivational indices except perceptions of ability and task difficulty. In Study 2, group differences were found in persistence and one of the motivational indices: Level of interest in the task. Significant group differences were also found on total SAT scores and verbal SAT scores. The results of the present research indicate that there are differences in the subjective experiences of people at different levels of intrinsic motivation to learn during their interaction with cognitive tasks. However, some of these differences are contingent upon the nature of the task. It is suggested that the results of the current research provide some support for the validity of the present conceptualization of intrinsic motivation to learn