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
Keywords	motivation efficacy of effort achievement
Date of Defense	2003-12-18
Availability	unrestricted
Abstract 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 students’ 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 students’ motivational patterns.
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