Relationship between students' motivation and instructors' leadership in school-based extracurricular activities

Abstract

The purpose of the present study was to develop a scale for measuring motivation in school-based extracurricular activities/clubs based on organismic integration theory, and to examine the relationship between students' motivation and instructors' leadership. In study 1, 304 high school students completed the questionnaire. The results of an explanatory factor analysis identified 5 factors: Intrinsic regulation, identified regulation, introjected regulation, external regulation, and non-regulation. In study 2, 870 high school students completed the questionnaire. The results of multilevel analyses indicated that the instructors' leadership to maintain interpersonal relations and guide club members was positively correlated with students' intrinsic regulation and identified regulation, and negatively correlated with their non-regulation. Furthermore, the results indicated that students' perception of their instructors' leadership to maintain interpersonal relations and guide club members was positively correlated with students' intrinsic regulation and identified regulation, and negatively correlated with their non-regulation.