2005/04/20 by Kevin Rathunde, Mihály Csíkszentmihályi · 248 citations
Social Sciences · Psychology · #Education Methods and Practices #Youth Development and Social Support #Grit, Self-Efficacy, and Motivation #Psychology #Experience sampling method #Salience (neuroscience) #Feeling #Affect (linguistics) #Intrinsic motivation #School teachers #Quality (philosophy) #Academic achievement #Mathematics education #Social psychology #Pedagogy #Developmental psychology
paper · doi:10.1086/428885
published in American Journal of Education 111(3), 341-371 (University of Chicago)
openalex publication_date 2005/04/20 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23
This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.