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ERIC Number: ED396257
Record Type: RIE
Publication Date: 1996
Pages: 40
Abstractor: N/A
Reference Count: N/A
How Do Classroom Characteristics Influence Intrinsic Motivations for Literacy? Reading Research Report No. 56.
Ng, Mary M.; And Others
A study examined students' motivations for participating in literacy tasks, especially which motivations prevailed and how these motivations varied in different contexts. Previous literature indicated that contexts in which students perceived that they had autonomy, opportunity for social interaction, and coherence (connections to other learning activities) would be likely to arouse intrinsic motivations, such as involvement and curiosity. Students in grade 3 and grade 5 classrooms were videotaped. In their usual team groups, small teams participated in normal classroom literacy lessons and also in investigator-designed activities. Immediately after the videotaping, students were interviewed to determine their motivations and their perceptions of the characteristics of the context. Grade 3 students reported more intrinsic motivations when they perceived the context to be socially supportive; however, grade 5 students' report of intrinsic motivations was not linked to their perceptions of the social characteristics of the context. Grade 5 students reported higher motivations when the content was perceived as autonomy supportive; and grade 3 students did not express higher motivation based on the perceived autonomy support. Findings underscore the importance of student perceptions of context. (Contains 34 references, and 7 tables and 1 figure of data.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Identifiers: Autonomous Learning; Literacy as a Social Process