Running Head: HOW DOES INTRINSIC MOTIVATION AFFECT READING

COMPREHENSION 1

How Does Intrinsic Motivation Affect Reading Comprehension

Bri Leas

Franciscan University of Steubenville

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Introduction

Reading comprehension is one of the most important skills to have in reading, but there

are many children who struggle with this ability. When students progress from “learning to

read” to “reading to learn,” comprehension is the main focus. Due to the lack of comprehension

skills, this is where some students start to fall behind, and the reading gap starts. Motivation can

be a huge factor in improving students’ reading skills. Intrinsic motivation is especially

important. Intrinsic motivation is defined as “the willingness to read because the activity itself is

regarded as satisfying or rewarding”(Schaffner, Schiefele, & Ulferts, 2013). Another type of

motivation is extrinsic motivation. Extrinsic motivation is defined as being energized to read

from the expected consequence(Scaffner et al, 2013). It is important for teachers to monitor how

students’ motivational skills are affecting reading comprehension in their classrooms.

Purpose

There are many students who struggle with reading. A big area that students struggle in

is reading comprehension skills. Intrinsic motivation may be an important factor in helping to

improve students’ reading comprehension. Through research, I plan to answer the question:

How does intrinsic motivation affect reading comprehension? Through this question, I may also

be able to compare whether intrinsic or extrinsic motivation is more beneficial.

For my research, I used primary and secondary sources. The articles I researched showed

experimental data on if intrinsic motivation improves reading comprehension. These articles

backed up my primary source which was a survey I created on Google Forms. This survey was

sent out to a local elementary school as well as teachers I knew personally. After a lack of

responses, I received help, and my survey was also sent to teachers I did not know. This survey

included personal questions about the teachers as well as questions about intrinsic motivation.
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These questions touched on how intrinsic motivation is viewed and promoted in each teacher’s

classroom.

It is hypothesized that intrinsic motivation will positively affect students’ reading

comprehension. Since students who are intrinsically motivated involves the students completing

tasks because they are motivated by their want to learn, they have a higher chance of retaining

information compared to students who are completing the task specifically to receive the reward

when it is completed or compared to students who have no motivation at all. It is also

hypothesized that teachers who provide student choice, appropriate level of difficulty, and have a

supporting classroom will have more students with intrinsic motivation.

Review of Literature

Intrinsic motivation is an important quality to have in the classroom, but does it improve

learning? In Clinton’s (2015) article, she conducts a study to see if intrinsic motivation can

increase reading comprehension. The participants in this study include seventy undergraduate

students from a large, Midwestern university. All of these students spoke English as their native

language. Thirty percent of the students were freshman, twenty percent were sophomores,

fourteen percent were juniors, and fourteen percent were seniors. The methodology was

experimental, and the student’s reading motivation was assessed by the Adult Motivation for

Reading Scale. This scale was based on the Motivation for Reading Questionnaire, which is for

children. The purpose of this study was to examine the associations between reading motivation

and inference generalization while reading. The results suggest that reading as a part of self,

which is a component of intrinsic motivation, was positively associated with text-connecting

inference generalization. Intrinsic motivation may encourage deep processing of a text.

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Characteristics of students who are intrinsically motivated tend to have a good working memory

and reading comprehension skills.

The author of this article does a good job at outlining what intrinsic motivation is and the

different types, such as reading as part of self and the enjoyment of difficult reading. It was also

very helpful that she gave a background of current teaching of intrinsic motivations before the

experiment. It is also helpful that this article also shows how extrinsic motivation compares to

intrinsic motivation. The only thing I found difficult with this article were the charts involved. I

had a hard time understanding how to read the charts and interpreting the data in them. The

author does an outstanding job at showing how intrinsic motivation correlates with

comprehension. She gives examples of the characteristics of students who are intrinsically

motivated. These characteristics include a good working memory, higher reading

comprehension skills, and asking deeper questions about the text. Since motivation is a natural

thing, it can be difficult to test with certainty. I think it would be helpful to further study

intrinsic motivation in a more concrete way.

There is controversy whether intrinsic or extrinsic motivation improve reading

comprehension. Schaffner, Schiefele, and Ulferts (2013) show in this article how intrinsic

motivation increases reading comprehension. The participants in this study include 159 students

(95 boys, 64 girls) from nine different classrooms within five different urban schools in

Germany. The methodology for this study was experimental. It was conducted using the

Reading Motivation Questionnaire, which was developed by Schaffner and Schiefele. The topics

of reading motivation observed in this questionnaire include: object, experience, competence,

competition, and social reading motivation. The study covers reading amount, lower order
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reading comprehension, higher order reading comprehension, and social desirability. The

purpose of this study is to see if intrinsic and extrinsic motivation can promote higher reading

comprehension. The results of this study suggest that there is a significantly positive association

between intrinsic motivation as a separate predictor and reading amount as well as lower order

and higher order reading comprehension.

The content in this article was very useful. There was a lot of background knowledge to

help inform the reader. The authors did a great job of comparing the positive results of intrinsic

motivation to the negative results of extrinsic motivation. The authors explained the results of

charts in the article very well, but the charts themselves were difficult to interpret. This study is

beneficial to researching how intrinsic motivation promotes reading comprehension because the

results showed positive correlation in every part of literature observed. In future research, it

could be beneficial to study the genre of text changes the level of comprehension when intrinsic

motivation is present.

Intrinsic motivation is very important in the classroom, but can it be taught to students to

improve reading comprehension? In Braten, Johansen, and Stromso’s (2017) article, they

conduct a study to see if pre-reading hands-on activities and activation of prior knowledge affect

intrinsic motivation and reading comprehension. The participants in this study include one

hundred and thirty sixth grade students from six mixed-ability classrooms at three public schools

in a city in southeast Norway. Seventy of the students were girls and sixty were boys. The

methodology used is experimental. The students were broken up into three groups (control,

hands-on activities, and activating background knowledge). All the students read the same

passage, but the control group only had the text, the hands-on activities group had a personal
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letter of the text and they got to examine the artifacts mentioned in the letter hands-on, and the

background knowledge group received a discussion prior to reading to give the students

background knowledge on the text. At the end, all of the students were asked the same questions

on the text. The results showed that neither habitual nor text-based intrinsic motivation affected

reading comprehension. The author stated that it may have been due to the multiple choice

formal of the questions.

This article was very well written and easy to read. Everything was organized and

straight forward. All of the information was easy to locate as well. The authors did a great job at

explaining the information in a way that anyone can read. On the other-hand, I did have a hard

time understanding the tables. There is not a lot of information to describe the parts of the table

for people who are not familiar with the layout and content. This article is relevant to my project

because even though the results do not show that intrinsic motivation improves reading

comprehension, it did show that certain types of assessments may prevent students from

accurately showing their comprehension skills. I would suggest redoing this study and give the

students an open-ended response, or another type of assessment other than the multiple-choice

assessment. Multiple choice is not the best choice for showing a student’s comprehension skills.

Can you predict a student’s reading by observing a student’s motivation? In Logan,

Medford, and Hughes’s (2011) article, they conduct a study to see how cognitive and

motivational factors predict reading skills. They also study if intrinsic motivation explains more

variance in low ability readers’ performance. The participants in this study include one-hundred

and eleven children from ages nine to eleven. There were fifty-two boys and fifty-nine girls

from two different schools in the UK. The methodology used is experimental. The students
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completed assessments of reading comprehension skills, verbal IQ, decoding skills, and intrinsic

reading motivation. With these assessments, it was shown that intrinsic reading motivation

explained the variance in growth in the low reading ability group, but it showed no variance in

the high reading ability group.

This article was very easy to read. I liked how they set up the experiment. They used the

reading assessment to break the students into the high and low reading ability groups and then

they were able to see how each group performed on the other tests to see the strengths and

weaknesses. I think this is something that can be done easily in the classroom as well to monitor

which students may need more help. I found the tables challenging to read. I understood the

numbers they were using, but I did not understand what they were comparing them to. This

article is relevant to my project because it shows that low ability readers tend to have low

intrinsic motivation and high ability readers tend to have higher intrinsic motivation. I think it

would be beneficial for this article if they gave examples of how to improve a student’s intrinsic

motivation, so they could also improve their reading comprehension skills.

Does the teacher affect a student’s intrinsic motivation? In De Naeghel, Valcke, De

Meyer, Warlop, Van Braak, and Van Keer’s (2014) article, they continued PISAs study from

2009 to identify the related role of teacher behavior to improve intrinsic motivation in reading.

The participants include a subsample of 4269 Flemish fifteen-year-olds made up of 49.57% boys

and 50.43% boys. The methodology used for this study was a survey. The students rated their

interest/enjoyment in reading (intrinsic reading motivation), teacher autonomy support, teachers’

implementation of structure, and teacher involvement. The results of this study show that
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positive teacher involvement with the students improves their interest in reading and improves

intrinsic reading motivation.

I liked this article because it showed multiple aspects that can affect intrinsic motivation

and it combined them to show how they can work together to improve motivation. I think the

procedure could have had some more detail. It went through how each section would be rated by

the students but it did not give much information on the exact format and details of the form they

were using. This is relevant to my research because it shows how the teacher makes an impact in

the classroom. As a future educator, it is important to see that how I run my classroom can

improve my students’ intrinsic motivation, which can also improve their reading comprehension

skills. For further research, I think it would be beneficial to include strategies for teachers to

help improve their students’ intrinsic motivation in their classrooms.

Methodology

The methodology used for my research was a survey I created using Google Forms. I

sent the survey to a principal in an urban elementary school in Steubenville. I asked the principal

to forward the survey to all of the teachers who work in that school. I chose this school to get a

representation of the intrinsic motivation of the students in this local area. This school also has a

variety of students who come from high and low-income homes, although the majority is low

income. I thought it would be interesting to see if the teachers noticed differences between the

two groups. Another reason I chose this school was because there was a large variety of cultures.

After a lack of responses, I also sent the survey to teachers I know personally, one being a

special education teacher. I wanted to compare the results of intrinsic motivation in both special

education and general education. I had help from people sending it to teachers they knew also to
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receive enough results to come to a conclusion. The majority of these teachers were also local to

the area.

My survey included nine questions that were multiple choice and short answers. The first

two questions included information about the teacher including how long they have been

teaching and if they teach general education or special education. The rest of the questions asked

about intrinsic motivation in their classrooms. It touched on if intrinsic motivation is beneficial

and if there is a high percentage of students in their class who have high intrinsic motivation.

Although most of the questions focused on intrinsic motivation, there was one question that

compared intrinsic and extrinsic motivation. The survey also asked if the teachers had any

strategies to monitor intrinsic motivation as well as strategies to promote intrinsic motivation in

their students.

Findings

My research from primary and secondary sources shows that intrinsic motivation does

positively affect reading comprehension. From my secondary sources, five out of six articles

supported my hypothesis. Clinton’s (2015) article showed that when students enjoy what they

are reading, which is a component of intrinsic motivation, they are able to make connections in

the text read and have a deeper understanding of the text. These students who have higher

intrinsic motivation also tend to have a better working memory and comprehension skills. In

Schaffner et al’s (2013) article, they found that intrinsic motivation levels in students can be used

as a predictor of certain skills such higher and lower order reading comprehension. This is a

good tool for teachers to learn which students in their class may need more help with reading

comprehension. Normally, teachers can tell if a student has high intrinsic motivation based on

their involvement in classroom activities. In Logan et al’s (2011) article, they compared the
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students who have high and low intrinsic motivation. This is beneficial to see how intrinsic

motivation can affect students’ reading ability. After giving both groups of students (high and

low reading levels) reading comprehension assessments, Verbal IQ test, decoding skill

assessment, and evaluating intrinsic motivation levels, the results showed that intrinsic

motivation explains the variance in the group of readers with low reading ability. The students

with high reading abilities showed no variance, which shows that they have higher intrinsic

motivation. Braten et all’s (2017) article was the only one I researched that did now show a

positive correlation between intrinsic motivation and reading comprehension. The study looked

at presenting text in a habitual and text-based format to see if the hands-on text would be more

motivating for students. Both groups of students (habitual and text-based) received the same

multiple-choice comprehension assessment after reading. The results showed that neither

habitual or text based intrinsic motivation affected reading comprehension. The authors of this

article believe that the reason for this may have been the multiple-choice format of the

assessment. This article was important to include because it shows that some assessments are

not appropriate for reading comprehension because they may not show the students’ full

knowledge on the text read. Open ended and critical thinking questions can allow the student to

really show what they know. The final article by De Naeghel et al (2014), showed the

importance of teacher involvement to promote intrinsic motivation. Students rated their interest

in reading (intrinsic reading motivation), teacher support, classroom structure, and teacher

involvement. The survey showed that positive teacher involvement in learning improves the

students’ interest in reading and improves the students’ intrinsic reading motivation. The teacher

is an important role model to the students. If the teacher is involved in their learning and if they

show interest in what they are reading, then this acts as an example for the students. Not all
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students come from a home where intrinsic motivation is promoted, and this is why the teacher

plays such an important role for these students. The teacher can help promote intrinsic

motivation in those students who are struggling.

My primary source is a survey I created from Google forms. This survey contained nine

questions about some background knowledge on the teacher filling out the survey and their

opinions on intrinsic motivation and how they see it in their classroom. I received fourteen

responses. The amount of years they taught ranged from one year to thirty-four years. It was a

mix of general education teachers and general education teachers. There was also one

technology coach who responded. One hundred percent of the participants agreed that intrinsic

motivation is beneficial in the classroom. One hundred percent also agreed that intrinsic

motivation does affect reading comprehension, and it help students take control of their own

learning. This shows that intrinsic motivation is important to promote in both general education

and special education. The question, “Do you think intrinsic motivation is more beneficial than

extrinsic motivation?” had mixed responses. The majority of participants agreed that intrinsic

motivation is more beneficial, but it was agreed that extrinsic motivation tends to be easier to use

at times since not all students have intrinsic motivation until it is taught. Some of the responses

stated that intrinsic motivation is more beneficial in the long-run, but most students respond

better to the prizes of extrinsic motivation. Some of the special education teachers stated that

extrinsic motivation is more beneficial in their classrooms, since not all of their students will be

able to learn the skills for intrinsic motivation. Some of the participants stated that extrinsic

motivation is beneficial in the earlier grades, and the intrinsic motivation is built from those

reinforcers. According to the participants, both extrinsic and intrinsic motivation are beneficial,

but intrinsic motivation will be more beneficial for the students in the long run to take control of
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their own learning. Since intrinsic motivation is an important skill for students to have to

improve their reading skills, the teachers will need to be able to monitor each students level of

intrinsic motivation. The majority of the participants stated that it can be difficult to monitor

students’ intrinsic motivation. Some strategies given include: observation and using problem

solving/critical-thinking activities to measure progress, building a relationship with the students

to identify problem areas for each student and making learning meaningful for them, positive

motivation and rewarding self-regulation, and tracking quality of work and participation. An

important question in this survey is, “About what percentage of your students have high intrinsic

motivation?” Figure 1 shows the percentages of students with intrinsic motivation.

Figure 1

I was surprised that all but two participants responded below fifty percent. One participant stated

that they see intrinsic motivation more in the older students, where the younger students just

want the immediate gratitude. The final question in the survey, “Do you use strategies in your

classroom to promote intrinsic reading motivation? If so, what strategies do you use?” should
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help raise the percentages of students with intrinsic motivation. There were many useful

strategies given. One strategy incorporated both extrinsic and intrinsic motivation to build up

intrinsic motivation. The strategy involves receiving a “green light” when the students behave

well. The more “green lights” the students receive, the better prize they receive. This portion is

extrinsic motivation. The students are reminded that they are able to choose their behavior, but

they know the consequences. Understanding their choices and that the better they behave, the

better prize they receive helps build the grounds for intrinsic motivation. For improving intrinsic

motivation in reading, it is very important to incorporate the students interests in choosing the

topic for the book or activity. When the students have more interest in the topic, they will make

more connections and comprehend more information. Building on this strategy, it is important

for the students to make connections between what they read and their own life and future. This

makes it more memorable for the students by applying it to their schema and how it will benefit

them. Having the students set their own goals is another strategy. This allows students to take

ownership of their learning and gives them more motivation to work harder. When the students

accomplish their goals, it is important to praise them. This will give them the self confidence to

continue to work harder and set bigger goals. Based on the research articles and the results of

the survey, all of these strategies and the support of the teacher can improve students’ intrinsic

motivation, which can also improve their reading comprehension.

Recommendations

Intrinsic motivation is an important skill for students to have. It allows them to take

control of their own learning. These skills allow students to make progress in their literacy

skills. The way teachers incorporate students’ interests and student choice into literacy activities

can affect the level of comprehension. According to my research, by monitoring students’ levels
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of intrinsic motivation, teachers can predict the students’ reading skills. This will allow the

teachers to provide interventions early to prevent that students reading comprehension skills to

fall too far behind. Teachers are an important role models for students. Teachers who are

actively involved with their students improve their intrinsic motivation. Teachers should model

their love for reading and use the students interests when choosing text. Student choice with

assessments and activities will allow students to take control of their learning and build their

intrinsic motivation. By doing something as simple as this, teachers can help their students make

deeper connection with the text and improve the amount of comprehension. It is important to

consider the form of assessment when monitoring comprehension. Using open-ended questions

can show what the students know more than a multiple-choice assessment. Even group

discussions can be an informal way to monitor comprehension. Although my primary and

secondary sources showed that intrinsic motivation does affect reading comprehension, the

results of my survey showed that there is a low percentage of students who have intrinsic

motivation. This may be due to a lack of strategies to promote intrinsic motivation. Students

who have high intrinsic motivation tend to make more connections with the text and process

more information, which will improve comprehension.

In further studies, it would be beneficial to include in the survey what grade level each

participant teaches. This could have given more information on whether grade levels and ages

affect the level of intrinsic motivation. If grade level and age do affect intrinsic motivation

levels, further research may be able to find what grade is a good time to start teaching intrinsic

motivation skills.

Although the primary and secondary sources researched showed that intrinsic motivation

does affect reading comprehension, the percentages of students with intrinsic motivation is very
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low according to the participants who took the survey. The participants gave their own personal

strategies, but more research will need to be done to see what evidence based practices can be

used to improve intrinsic motivation. Once more strategies are found, further research may be

done to completely show the correlation between intrinsic motivation and reading

comprehension.
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References

Braten, I., Johansen, R., & Stromso, H. (2017). Effects of different ways of introducing a reading

task on intrinsic motivation and comprehension. Journal of Research in Reading, 40(1).

Clinton, V. (2015). Examining associations between reading motivation and inference generation

beyond reading comprehension skill. Reading Psychology, 36, 473-498.

De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., Van Braak, J., & Van Keer, H. (2014).

The role of teacher behavior in adolescents’ intrinsic reading motivation. Read Writ, 27.

Lau, K. (2016). Within-year changes in chinese secondary school students' perceived reading

instruction and intrinsic reading motivation. Journal of Research in Reading, 39(2), 153-

170.

Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high

and low ability readers' reading comprehension performance. Learning and Individual

Differences, 21.

Schaffner, E., Schiefele, U., & Ulferts, H. (2013). Reading amount as a mediator of the effects of

intrinsic and extrinsic reading motivation on reading comprehension. Reading Research

Quarterly, 48(4), 369-385.

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Raw Data

Appendix A Teacher Survey

Intrinsic Motivation Survey

Hello, my name is Bri Leas, and I am a pre-service teacher at Franciscan University. I am

studying the research question, "What are the effects of intrinsic motivation?" From this research
question, I hope to build more knowledge on ways to improve students' reading comprehension.
This survey should take no longer than five minutes to fill out. I truly appreciate your input.
Thank you for your help!
* Required

1. How many years have you been teaching? *

Your answer
2. Are you a general education teacher or a special education teacher? *

Your answer
3. Motivation is beneficial in the classroom. *
Agree
Disagree
4. Intrinsic motivation can affect a student's reading comprehension skills. *
Agree
Disagree
5. Do you think intrinsic motivation is more beneficial than extrinsic motivation? *
Your answer

6. Intrinsic motivation helps students take control of their own learning. *

Agree
Disagree
7. Is it difficult to monitor intrinsic motivation? Do you have any strategies to monitor it? *
Your answer

8. About what percentage of your students have high intrinsic motivation? *

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Your answer

9. Do you use strategies in your classroom to promote intrinsic motivation? If so, what strategies
do you use? *

Appendix B- Responses to survey

11/15/2017 20:37:51

26

General

Agree

Agree

Although I think instrinic is more beneficial- extrinsic motivation seems to be how we get students to
learn. Of course we want students to behavior and learn because they want to mainly because when
you learn with intrinsic motivation - you own it but with extrinsic you learn to get a prize and may not
retain much- BUT teachers rely on students earning a sticker, stamp or prize to get more positive results

Agree

My behavior system is based on both intrinsic motivation and extrinsic. Students are reminded when
they are misbehaving and if they continue they will not get their green light. They are reminded they can
“choose” to be good or misbehave BUT they also will have to deal with the consequences if they choose
to misbehave. Daily we review the green lights they have earned - they can “buy” things or earn more.
(2 green lights = a tattoo, 3 = sucker, 4 = pick treasure box prize. Students are also learning to build on
the intrinsic behaviors to earn a better prize.

The oldest students (25%) have more intrinsic motivation. I really think the younger students just want
immediate gratification and can’t wait for a prize etc.

Basically the same as stated above.

11/15/2017 22:20:58

20

General
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Agree

Agree

Yes

Agree

Observation, Designation of problem-solving/critical-thinking activities to measure progress

third

Yes, I often connect with the student about their interests and find a way to bring them into the activity.
If a child is doing something that they like or passionate for, then they are more likely to engage in
learning behaviors using intrinsic motivation.

11/16/2017 17:22:09

Both :) 4 years of gen ed and this is mu first of special.

Agree

Agree

Extrinsic is the basis of intrinsic. Intrinsic is develped once the child has a strong work ethic, ownership
of learning, and no other needs tangibles to remain motivated. It is important to still include intrinsic
Agree

Yes.

0%

Extrinsic motivation including tangible rewards are frequently used in my AS classroom. Yes. We use a
self-monitoring tractor for one student

11/16/2017 17:23:41

4.5

General Education

Agree

Agree

Absolutely
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Agree

Extremely difficult. I don't have activities to monitor it, but I do try to build up relationships with my
students to be able to identify those that are having trouble with it and to be intentional about making
learning meaningful and real for those students.

20%

I use growth-mindset language, I try to encourage students to make connections between what they do
in my class and how it can help their future.

11/16/2017 17:52:49

14

Gen ed

Agree

Agree

In the long run, yes. Unfortunately, it has to be taught. Until then, I motivate any way I can!

Agree

It IS difficult for me to monitor. If anyone gives you great ideas, please share!

Maybe 35-40%

Talking about pride in one's accomplishments!

11/16/2017 19:16:06

special education

Agree

Agree

For special education, the answer is no. For regular ed, I would say yes,

Agree

positive motivation and rewarding self-regulation and motivation

10%
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positive encouragement & high reading interest stories

11/16/2017 19:56:32

22

General

Agree

Agree

Personally, yes, but not every student has a background/home life that believes/teaches that intrinsic
motivation is important. Some students need extrinsic motivation before they can appreciate the
intrinsic value.

Agree

Extremely!

20%

I’d love to learn more!

11/16/2017 23:09:08

27

General education

Agree

Agree

Yes

Agree

Yes, Intrinsic motivation tends to present itself as easily identifiable

20

Yes, having students set learning goals.

11/16/2017 23:39:49

Special Education
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Agree

Agree

Yes. Without any intrinsic motivation there is a limit on the potential that can be reached.

Agree

I do not think so for most of my students. After a few weeks you can pick out who isn't motivated (or
putting on an act) and it's my responsibility to help motivate them. I don't know that it is a strategy, but I
track it by quality of work, participation when I'm not in close proximity, and the difference in behavior
me being 5 feet from them versus across the room.

40%

As a high school teacher last year, many of my students needed one more credit (my class) to graduate.
They would be working jobs full time in a year, and I tried to help foster growth in that area. I came up
short many times as a newer teacher five years in. However, one way I tried was by having a few local
companies send an employee over to explain what was needed on a daily basis to hold a job in their
organization. On a smaller scale, I provided multiple choices for tasks that students could choose from.
The objective was the same, but various ways to reach it.

11/17/2017 15:59:57

general education

Agree

Agree

Absolutely

Agree

Yes. Usually intrinsic motivation comes with students who ask questions. If they are asking questions
they want to understand something or make sure they are understanding it correctly.

5-10%

I ask a lot of pointed questions where they have to come up with an answer and defend it; however, I
don't know if that is the most effective way to promote intrinsic motivation.

11/17/2017 22:43:13

1
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General

Agree

Agree

Yes, you can only do so much extrinsically before a student needs to take responsibility.

Agree

Oh it’s extremely difficult! I haven’t mastered the strategies yet.

75%

Motivational techniques. I’ve found students with support start to believe in themselves and can learn
to motivate themselves.

11/18/2017 7:45:57

27

General

Agree

Agree

Both help but intrinsic is long lasting. Growth mindset transfers to new difficult situations.

Agree

Yes tough. It is more subjective. Based on student comments.

20

Showing students the growth hey have made in skills.

11/18/2017 12:08:35

34 years

Gen ed

Agree

Agree

Yes.

Agree
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Yes. Remember that motivation tends to be driven by culture,race, gender, and age. Underachievement
is fairly common in middle school. Girls do not want to appear as more intelligent than boys. That is for
old maids. My most successful strategy to motivate the development of intrinsic motivation is personal
connection with the student and his/ her family. Many lunch chats. Encouragement to consider another
option to failure.

2-4 per 100

Universal Design activities are to provide equal access to education. NewsELA enables me to provide
multiple reading levels of the same topic. Providing opportunities to shine:warm up leaders, happy
dance for correct answers. Strong reprimands for other students' put downs. Levels of questioning
enables all kids to have a correct answer. I always run Lit circles and Socratic seminars for only boys or
only girls. These protocols enable all kids to be successful and hopefully this transfers to intrinsic
motivation."

11/20/2017 10:02:15

10

technology coach

Agree

Agree

If they have it!

Agree

No strategies.

50

no