Norawit Titicharoenrak

Harrow International School Bangkok

This study compares different types of regulation that motivate school students to participate in their formal education and in music entertainment. The framework of self-determination is used in this study to convey various forms of regulation that play important roles in driving students to take action in both settings. A survey result based on 207 student respondents in Thailand revealed that although it is not uncommon to anticipate that there could be a variety of reasons for establishing this educational participation, ranging from extrinsic controls to intrinsic values, the students were more likely to be extrinsically and personally pressured in their formal study, compared to participating in music. On the other hand, they were prone to be more intrinsically driven when joining in music activities than studying.

1) Baker, S. R. (2004). Intrinsic, extrinsic, and a motivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23(3), 189-202

2) Cabus, S. J., & De Witte, K. (2016). Why do students leave education early? Theory and evidence on high school dropout rates. Journal of Forecasting, 35(8), 690-702.

3) Deci, E. L., & Ryan, R. M. (2012). Self-determination theory.

4) Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631.

5) Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525.

6) Hein, V., Müür, M., & Koka, A. (2004). Intention to be physically active after school graduation and its relationship to three types of intrinsic motivation. European Physical Education Review, 10(1), 5-19.

7) Lawler, E. E., & Hall, D. T. (1970). Relationship of job characteristics to job involvement, satisfaction, and intrinsic motivation. Journal of Applied Psychology, 54(4), 305.

8) Lin, Y. G., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and individual differences, 13(3), 251-258.

9) Markland, D., Ryan, R. M., Tobin, V. J., & Rollnick, S. (2005). Motivational interviewing and self–determination theory. Journal of Social and Clinical Psychology, 24(6), 811-831.

10) Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance education, 26(1), 29-48.

11) Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017.

12) Williams, G. C., Saizow, R. B., & Ryan, R. M. (1999). The Importance of Self—determination Theory for. Academic Medicine, 74992, 995

VOLUME 04 ISSUE 09 SEPTEMBER 2021