The relationship between creative school climate and intrinsic motivation among secondary school students in Estonia and Russia
(2019) In The International Journal of Creativity & Problem Solving 29(1). p.27-46- Abstract
- This study examined the relationship between creative school climate and intrinsic motivation. Estonian (N = 910) and Russian (N = 491) secondary school students were compared, in order to highlight possible differences that may arise from cultural background. In comparison, Estonia is a more individualistic society, and Russia a more collectivistic society. The results demonstrated that the Estonian students had higher intrinsic motivation on one of two subscales, Learning Curiosity, whereas the Russian students had higher extrinsic motivation (both subscales) and higher scores for the other intrinsic subscale, Task Difficulty. The results also showed that there were differences in how school climate factors influenced students’... (More)
- This study examined the relationship between creative school climate and intrinsic motivation. Estonian (N = 910) and Russian (N = 491) secondary school students were compared, in order to highlight possible differences that may arise from cultural background. In comparison, Estonia is a more individualistic society, and Russia a more collectivistic society. The results demonstrated that the Estonian students had higher intrinsic motivation on one of two subscales, Learning Curiosity, whereas the Russian students had higher extrinsic motivation (both subscales) and higher scores for the other intrinsic subscale, Task Difficulty. The results also showed that there were differences in how school climate factors influenced students’ motivational orientation. In the Estonian sample, the school climate was related to intrinsic motivation, whereas in the Russian sample, it was related to both intrinsic and extrinsic motivation. An implication of the study is that there is cultural variation in how school climate factors influence students’ motivation, something which needs to be taken into consideration when building creativity-supportive schools. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/fb5ed342-4c22-4786-864e-89606ebd9bd8
- author
- Hoff, Eva LU and Nemerzitski, Stanislav LU
- organization
- alternative title
- Sambandet mellan kreativt skolklimat och inre motivation hos gymansieelever i Estland och Ryssland
- publishing date
- 2019-08-30
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Creative school climate, creative development, motivation (psychology)
- in
- The International Journal of Creativity & Problem Solving
- volume
- 29
- issue
- 1
- article number
- 1
- pages
- 19 pages
- publisher
- The Korean Association for Thinking Development
- ISSN
- 1598-723X
- language
- English
- LU publication?
- yes
- id
- fb5ed342-4c22-4786-864e-89606ebd9bd8
- alternative location
- http://www.creativity.or.kr/page/archive/archive_view.html?report_no=286
- date added to LUP
- 2019-10-08 14:38:33
- date last changed
- 2021-03-22 21:13:56
@article{fb5ed342-4c22-4786-864e-89606ebd9bd8, abstract = {{This study examined the relationship between creative school climate and intrinsic motivation. Estonian (N = 910) and Russian (N = 491) secondary school students were compared, in order to highlight possible differences that may arise from cultural background. In comparison, Estonia is a more individualistic society, and Russia a more collectivistic society. The results demonstrated that the Estonian students had higher intrinsic motivation on one of two subscales, Learning Curiosity, whereas the Russian students had higher extrinsic motivation (both subscales) and higher scores for the other intrinsic subscale, Task Difficulty. The results also showed that there were differences in how school climate factors influenced students’ motivational orientation. In the Estonian sample, the school climate was related to intrinsic motivation, whereas in the Russian sample, it was related to both intrinsic and extrinsic motivation. An implication of the study is that there is cultural variation in how school climate factors influence students’ motivation, something which needs to be taken into consideration when building creativity-supportive schools.}}, author = {{Hoff, Eva and Nemerzitski, Stanislav}}, issn = {{1598-723X}}, keywords = {{Creative school climate; creative development; motivation (psychology)}}, language = {{eng}}, month = {{08}}, number = {{1}}, pages = {{27--46}}, publisher = {{The Korean Association for Thinking Development}}, series = {{The International Journal of Creativity & Problem Solving}}, title = {{The relationship between creative school climate and intrinsic motivation among secondary school students in Estonia and Russia}}, url = {{http://www.creativity.or.kr/page/archive/archive_view.html?report_no=286}}, volume = {{29}}, year = {{2019}}, }