The following is a literature review at Concordia University-Portland and a research project on levels of intrinsic motivation in relation to high school student’s grades. The research question is, "What role does intrinsic motivation play on the academic achievement of the learner?" A definition is given, and independent variables affecting the dependent variable of intrinsic motivation are discussed. Also discussed is learning and learners with disabilities and their relationships to intrinsic motivation. There is discussion of 3 self-report surveys of levels of intrinsic motivation given at a private, parochial, and Sunday School learners, observations, and comparison of available grades to ascertain if intrinsically motivated students do indeed earn better grades.
The issue of the learner desiring on his own to succeed academically is especially important when considering that learning ideally will be a lifelong event. Learning for its own enjoyment can benefit the learner, the community, and society. It is the responsibility of the learner, educator, parents, and administration to educe, or draw out, the learning capabilities and possibilities in the home, community, and school. Establishment of a baseline of perceived intrinsic motivation as it relates to academic achievement can be used by the schools surveyed to become aware of positive and negative factors to be found in order to make corrections. Intrinsic motivation is the energy that keeps learners excited about completing academic assignments for the enjoyment of doing so.
By encouraging intrinsic motivation, the educator can help the learner to achieve academic success. There is little interest in academic achievement or school when the learner is not interested in a topic, or the domain of the academic performance, or subject of study. Interest is closely related to intrinsic motivation because the orientation of the person towards an object-action (or need) increases and directs the person to the action and need.
Table of Contents
DEFINING INTRINSIC MOTIVATION
INCREASING INTRINSIC MOTIVATION
INTEREST
FRUSTRATION
LEARNING AND LEARNING DISABILITIES
ATTENTION DEFICIT HYPERACTIVITY DISORDER: A LEARNING DISABILITY
METHODS
RESULTS
CONCLUSION
Research Objectives and Key Topics
This work investigates the role of intrinsic motivation in the academic achievement of students. The central research question explores how internal drive, interest, and psychological needs influence a learner's success, particularly within the context of different educational settings and for students with learning disabilities like ADHD.
- Defining intrinsic motivation and its psychological foundations
- Strategies for fostering and increasing student motivation
- The impact of interest and frustration on academic performance
- Challenges and learning approaches for students with ADHD
- The correlation between perceived intrinsic motivation and academic grades
Excerpt from the Book
DEFINING INTRINSIC MOTIVATION
Intrinsic motivation is “engaging in learning opportunities because they are enjoyable, interesting, or relative to meeting one’s core psychological needs (Ryan & Deci, 2000). If this type of motivation is nurtured in the learner, the result can be academic and social/emotional improvements (Froiland, Oros, Smith & Hirchert, 2012). Now is as good a time as any to seriously promote this in schools (Froiland, et.al). Keeping intrinsically motivated and strengthening intrinsic motivation throughout life requires supportive autonomy in home and school environments (Froiland, et.al.). Intrinsically motivated students learn more, are better behaved and are happier and responsible citizens who bring a lot to the table to benefit society (Froiland, et.al).
The issue of the learner desiring on his own to succeed academically is especially important when considering that learning ideally will be a lifelong event. Learning for its own enjoyment can benefit the learner, the community, and society. It is the responsibility of the learner, educator, parents, and administration to educe, or draw out, the learning capabilities and possibilities in the home, community, and school. Establishment of a baseline of perceived intrinsic motivation as it relates to academic achievement can be used by the schools surveyed to become aware of positive and negative factors to be found in order to make corrections.
Intrinsic motivation is the energy that keeps learners excited about completing academic assignments for the enjoyment of doing so (Deci & Ryan,1985). Intrinsic motivation is also defined as “the inherent tendency to seek out novelty and challenges, to extend and exercise one’s capacity to explore and to learn” (Deci & Ryan, 2000, p.70).” The will to learn is an intrinsic motive” (Bruner, 1966, p. 127). It is the force which generates deep learning versus shallow learning (Biggs, 1987). As an extension, with the will to learn more deeply ensues a good or service with deeper value or meaning, if the learning is applied.
Summary of Chapters
DEFINING INTRINSIC MOTIVATION: This chapter establishes the core definition of intrinsic motivation as an inherent drive to learn, supported by psychological autonomy and social benefits.
INCREASING INTRINSIC MOTIVATION: This section explores how to foster student motivation by focusing on autonomy, goal setting, and the transformation from a "pawn" of external control to an "origin" of one's own actions.
INTEREST: This chapter highlights the link between a student's curiosity and academic success, noting how interest directs energy and effort towards specific learning tasks.
FRUSTRATION: This chapter discusses how frustration, particularly in students with ADHD, affects learning outcomes and emphasizes the importance of emotional states for cognitive function.
LEARNING AND LEARNING DISABILITIES: This chapter addresses individual learning styles and the importance of adapting educational environments to accommodate diverse neurodevelopmental capacities.
ATTENTION DEFICIT HYPERACTIVITY DISORDER: A LEARNING DISABILITY: This chapter examines the specific challenges faced by students with ADHD and discusses behavioral interventions to support their learning.
METHODS: This chapter details the research process, involving surveys across private, public, and Sunday school populations to measure intrinsic motivation and academic results.
RESULTS: This chapter presents the findings, which suggest a positive correlation between high levels of intrinsic motivation and academic success across the surveyed groups.
CONCLUSION: This final chapter synthesizes the findings, arguing that intrinsic motivation is a vital spiritual and biological factor that educators must prioritize to close the achievement gap.
Keywords
Intrinsic motivation, academic achievement, learning disabilities, ADHD, student engagement, autonomy, self-determination theory, educational psychology, behavioral interventions, learning styles, classroom motivation, student success, cognitive development, academic performance, internal drive.
Frequently Asked Questions
What is the primary focus of this research?
The research explores the role of intrinsic motivation in academic achievement, investigating how personal drive influences success and how it can be fostered in various learning environments.
Which key thematic areas does the book cover?
The work covers intrinsic motivation definitions, strategies for educators, the role of interest, the impact of frustration, learning styles for students with disabilities, and behavioral interventions for ADHD.
What is the central research question?
The primary research question is: "What role does intrinsic motivation play on the academic achievement of the learner?"
What scientific methods were employed?
The author utilized self-report learner and educator instruments, compared test scores, and conducted direct observations of students in private, public, and Sunday school settings.
What is discussed in the main body of the work?
The main body examines psychological needs like autonomy and competence, the impact of ADHD on learning, and practical techniques to turn learners into "origins" of their own education.
Which keywords best characterize this publication?
The publication is characterized by terms such as intrinsic motivation, academic achievement, ADHD, self-determination, and behavioral interventions.
How does frustration impact learning according to the author?
The author notes that frustration can impede learning by negatively influencing brain function, especially for children with ADHD who may feel these emotions more acutely.
What role does interest play in intrinsic motivation?
Interest acts as a catalyst that directs attention and effort, helping learners pursue knowledge for its own sake rather than for external rewards.
What is the significance of the "Origin-Pawn" concept?
It distinguishes between learners who feel controlled by external forces ("pawns") and those who take responsibility for their own learning and actions ("origins").
What final conclusion does the author reach?
The author concludes that intrinsic motivation is a critical biological and spiritual factor that educators must foster to improve overall student wellness and close the achievement gap.
- Citar trabajo
- Stephen Grams (Autor), 2013, On Intrinsic Motivation, Múnich, GRIN Verlag, https://www.grin.com/document/454948
