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ERIC Number: ED482246
Record Type: RIE
Publication Date: 2003-Jun-20
Pages: 39
Abstractor: N/A
Supporting the Development of Intrinsic Motivation in the Middle School Classroom.
Oginsky, Terri
This study took place in a sixth grade math class at Webber Middle School in Saginaw, Michigan. A literature review indicated that a classroom that students perceive as safe, supportive of their autonomy, and of their learning increases intrinsic motivation. With this in mind, the author created a study, which would look for connections between positive, non-controlling feedback and students' views of the classroom as a safe learning environment followed by evidence of an increase in intrinsic motivation. The study further examined whether allowing choice in assignments would increase intrinsic motivation as evidenced by an increase in completed assignments, completed portfolios and an increase in a desire to complete assignments. And finally, it explored whether sharing the content standards and benchmarks with students and asking them to write their own goals, thus supporting autonomy, would increase students' learning and intrinsic motivation as evidenced by pre- and post-tests and a self-assessment of their desire to learn. Appendixes include: the letter indicating completion (to be inserted); student journal form; tally sheet for classroom observation of student active involvement; student classroom environment survey; tally sheet of teacher feedback; tally sheet for completed assignments, extra credit assignments and portfolios; interest inventory--assignment choice; student self-assessment of desire to learn; tally sheet of correct answers for pre- and post-tests; and tally sheet for goals set and goal completion; (Contains 13 references.) (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A