Title page for ETD etd-03022004-093241

Type of Document Dissertation
Author Li, Weidong
Author's Email Address liweidong188@hotmail.com
URN etd-03022004-093241
Title Examining the Relationships between Ability Conceptions, Intrinsic Motivation, Persistence, and Performance
Degree Doctor of Philosophy (Ph.D.)
Department Kinesiology
Advisory Committee
Advisor Name Title
Amelia Lee Committee Chair
Louis Harrison Committee Member
Luis Escobar Committee Member
Melinda Solmon Committee Member
Richard Magill Committee Member
Brent Beal Dean's Representative
  • motivation
  • efficacy of effort
  • achievement
Date of Defense 2003-12-18
Availability unrestricted
The purpose of this study was to examine the relationships between ability conceptions, intrinsic motivation, persistence, and performance using an interaction approach. The phase-one study revealed that participants who were more oriented toward incremental ability beliefs were likely to be more intrinsically motivated. For those who were more intrinsically motivated, they displayed more persistence and obtained better performance scores. Participants who were highly intrinsically motivated had lower performance scores as they were more oriented toward incremental ability beliefs. The phase-two study showed that participants who were more oriented toward incremental views were more intrinsically motivated, which provided evidence supporting the important role of dispositional ability conceptions in mediating intrinsic motivation. Participants who were more intrinsically motivated had better performance scores. Participants with high levels of intrinsic motivation in the incremental condition persisted longer than those in the entity condition. The results suggest that when studying the effects of situational ability conceptions on motivational patterns dispositional ability conceptions should be considered. It is also suggested that if physical education teachers want to improve studentsí learning outcomes a positive environment should be created, whereby their perceptions of competency and intrinsic motivation will be enhanced. Finally, an interaction approach promises to provide a deeper understanding of how motivational constructs interact to affect studentsí motivational patterns.
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