Empirical Analysis of Connotation-Oriented Disciplinary Boundaries Based on Intrinsic Motivation

Abstract

This empirical analysis explores the connotation-oriented disciplinary boundaries within academic fields, focusing on the role of intrinsic motivation in shaping disciplinary identities and practices. Drawing upon theories of motivation, disciplinary boundaries, and academic identity formation, this research investigates how intrinsic motivational factors, such as passion for subject matter, intellectual curiosity, and personal interest, influence scholars' engagement with disciplinary boundaries and the delineation of research agendas. Through quantitative analysis of survey data collected from a diverse sample of academics across different disciplines, this study examines the relationships between intrinsic motivation, disciplinary specialization, interdisciplinary collaboration, and research productivity. Moreover, this research explores how disciplinary cultures and norms may either support or inhibit the pursuit of intrinsic motivations within academic communities. The findings offer insights into the complex interplay between individual motivations and disciplinary structures, with implications for understanding academic identity formation, interdisciplinary collaboration, and knowledge production processes. By illuminating the role of intrinsic motivation in shaping disciplinary boundaries, this study contributes to a deeper understanding of academic life and provides practical implications for fostering a supportive and enriching scholarly environment.