When externally oriented motivation appears to matter: shared and unique associations with creative-process practices and learning engagement among Chinese art students
- 1Center for Teacher Education Research, Beijing Normal University, Beijing, China
- 2Dalian Polytechnic University, School of Art and Design, Dalian, Liaoning, China
Abstract
Introduction: Motivation is closely related to students' engagement in learning, yet the associations of intrinsic motivation (IM) and externally oriented motivation (EM) may differ depending on whether they are examined separately or simultaneously. This study examined their shared and unique associations with self-reported creative-process practices (CPP) and learning engagement (LE) among Chinese university art students.
Methods: Survey data were collected from 481 students enrolled in art programs in one Chinese province using purposive sampling. Confirmatory factor analysis was used to evaluate the four-factor measurement model, followed by structural equation modeling of three specifications: an IM-only model, an EM-only model, and a simultaneous IM-EM model.
Results: When examined separately, both IM and EM were positively associated with CPP and LE and showed significant indirect associations with LE through CPP. When modeled simultaneously, IM retained significant associations with CPP and LE, whereas the corresponding EM associations and its indirect association through CPP were smaller and no longer statistically significant. The CPP-LE association remained positive and statistically significant across all three model specifications.
Discussion: The findings indicate that externally oriented motivation can show meaningful associations when considered independently, but much of this association may overlap with intrinsic motivational variance. They also highlight the importance of distinguishing separate from unique motivational associations and of treating creative-process practices and learning engagement as related but conceptually distinct aspects of creative learning.
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BibTeX
@article{han2026when,
title = {{When externally oriented motivation appears to matter: shared and unique associations with creative-process practices and learning engagement among Chinese art students}},
author = {Nuo Han and Zijia Xu and Yan Li},
journal = {Frontiers in Psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1977647},
url = {https://doi.org/10.3389/fpsyg.2026.1977647},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - When externally oriented motivation appears to matter: shared and unique associations with creative-process practices and learning engagement among Chinese art students
AU - Nuo Han
AU - Zijia Xu
AU - Yan Li
PY - 2026
DA - 2026/10/21
JO - Frontiers in Psychology
DO - 10.3389/fpsyg.2026.1977647
UR - https://doi.org/10.3389/fpsyg.2026.1977647
AB - Introduction: Motivation is closely related to students' engagement in learning, yet the associations of intrinsic motivation (IM) and externally oriented motivation (EM) may differ depending on whether they are examined separately or simultaneously. This study examined their shared and unique associations with self-reported creative-process practices (CPP) and learning engagement (LE) among Chinese university art students. Methods: Survey data were collected from 481 students enrolled in art programs in one Chinese province using purposive sampling. Confirmatory factor analysis was used to evaluate the four-factor measurement model, followed by structural equation modeling of three specifications: an IM-only model, an EM-only model, and a simultaneous IM-EM model. Results: When examined separately, both IM and EM were positively associated with CPP and LE and showed significant indirect associations with LE through CPP. When modeled simultaneously, IM retained significant associations with CPP and LE, whereas the corresponding EM associations and its indirect association through CPP were smaller and no longer statistically significant. The CPP-LE association remained positive and statistically significant across all three model specifications. Discussion: The findings indicate that externally oriented motivation can show meaningful associations when considered independently, but much of this association may overlap with intrinsic motivational variance. They also highlight the importance of distinguishing separate from unique motivational associations and of treating creative-process practices and learning engagement as related but conceptually distinct aspects of creative learning.
SN - 1664-1078
ER -