Exploring the Relationship Between Black High School Students’ External Regulation and Intrinsic Motivation

• In Event: Motivation in Underrepresented Populations: Black, Indigenous, and People of Color and Students With Disabilities

Abstract

Self-determination theory asserts that intrinsic and extrinsic motivation are independent constructs emerging from psychological need satisfaction or frustration. While research with predominantly white samples supports this claim, theory and some research suggest that extrinsic motivation stimulates intrinsic motivation in Black students. Using hierarchical daily diary data, we found that Black (but not white) students experienced increased intrinsic motivation when their extrinsic motivation increased. Mediation analyses revealed that higher extrinsic motivation led to increases in intrinsic motivation via psychological need satisfaction for Black students. These results suggest that race may partially explain the inconsistent relationships between intrinsic and extrinsic motivation across prior research. Findings highlight the need to better incorporate race into motivation theory and research to support Black students’ success.

Authors

• Nicole Marissa Yates, University of Southern California

• Erika Alisha Patall, University of Southern California