Motivation for Learning in Information Technology Experts

This study describes the motivational
characteristics of developing experts in information
technology (IT). Experienced IT workers from
completed surveys about perceived competence and
achievement goals for continued expertise
development. The sample as a whole scored higher on
intrinsic motivators than on extrinsic motivators. A
cluster analysis was performed on standardized scores
in order to create profiles of multiple goals. Three
groups were found: Cluster 1 scored relatively low on
all goal variables and on perceived competence;
Cluster 2 scored relatively high on intrinsic goals
and perceived competence and relatively low on
extrinsic goals; and Cluster 3 scored relatively high
on extrinsic goals and relatively low on intrinsic
goals and perceived competence. Therefore, while the
participants were motivated more intrinsically than
extrinsically, some depended relatively more on
extrinsic rewards and had lower perceived competence
than their peers. This may cause their expertise
development to have a lower trajectory; they may
progress more slowly and with less satisfaction and
enjoyment. This study should be useful to those who
are interested in expertise development.

Autorentext

Dr. Beesley studied educational psychology at the University ofOklahoma, secondary education at Oklahoma City University, andliterature at Yale University. She is a Principal Evaluator atMid-continent Research for Education and Learning in Denver,Colorado.

Klappentext

This study describes the motivational characteristics of developing experts in information technology (IT). Experienced IT workers from completed surveys about perceived competence and achievement goals for continued expertise development. The sample as a whole scored higher on intrinsic motivators than on extrinsic motivators. Acluster analysis was performed on standardized scoresin order to create profiles of multiple goals. Threegroups were found: Cluster 1 scored relatively low onall goal variables and on perceived competence;Cluster 2 scored relatively high on intrinsic goalsand perceived competence and relatively low onextrinsic goals; and Cluster 3 scored relatively highon extrinsic goals and relatively low on intrinsicgoals and perceived competence. Therefore, while theparticipants were motivated more intrinsically thanextrinsically, some depended relatively more onextrinsic rewards and had lower perceived competencethan their peers. This may cause their expertisedevelopment to have a lower trajectory; they mayprogress more slowly and with less satisfaction andenjoyment. This study should be useful to those whoare interested in expertise development.