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.
Inhaltsverzeichnis (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
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This research project explores the role of intrinsic motivation in academic achievement and investigates its impact on high school students' grades. The study seeks to understand how intrinsic motivation influences learning outcomes and to identify factors that contribute to or hinder intrinsic motivation in students.
- Defining and understanding intrinsic motivation
- Factors influencing intrinsic motivation in students
- The relationship between intrinsic motivation and learning outcomes
- Intrinsic motivation and learning disabilities
- Strategies for fostering and enhancing intrinsic motivation
Zusammenfassung der Kapitel (Chapter Summaries)
The research begins by defining intrinsic motivation as an internal drive to engage in learning opportunities for the enjoyment and satisfaction they provide. The study further explores the concept of intrinsic motivation and how it can be nurtured and strengthened in students.
The research investigates different factors that influence intrinsic motivation, such as interest and frustration, and discusses their impact on students' engagement and academic performance.
The research delves into the connection between intrinsic motivation and learning disabilities, focusing on attention deficit hyperactivity disorder as a specific example. The study examines how intrinsic motivation can play a crucial role in supporting students with disabilities in their learning journey.
Schlüsselwörter (Keywords)
Intrinsic motivation, academic achievement, learning, learning disabilities, attention deficit hyperactivity disorder, interest, frustration, intervention, student engagement, educational outcomes.
- Citation du texte
- Stephen Grams (Auteur), 2013, On Intrinsic Motivation, Munich, GRIN Verlag, https://www.grin.com/document/454948
