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ERIC Number: EJ1178371
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: ERIC
ISSN: ISSN-1937-0814
Language Arts Classroom Practices and Early Adolescents' Needs: A Comparison of Student and Teacher Perceptions
Penington, Sarah
Middle Grades Research Journal, v11 n2 p117-127 2017
When investigating motivation, including motivation to read, motivation should be conceptualized as a multidimensional construct which considers the individual's purposes for engaging in the activities under investigation (Deci & Ryan, 2002). Motivation for activities that are undertaken because they are enjoyable in and of themselves or because the individual values them is termed "self-determined" motivation, as it is viewed as coming from within the individual instead of being driven by an outside individual or edict (Ryan & Deci, 2009). Self-determined motivation is viewed as optimal for supporting positive outcomes regarding the desired behavior or action (De Naeghel et al., 2012). Previous research indicates a positive relationship between intrinsic motivation and reading comprehension, as well as a negative association between extrinsic motivation and the same reading outcome (Wang & Guthrie, 2004). The current study sought to explore relationships between middle grades students' and teachers' perceptions of the extent to which language arts classroom practices meet students' needs and support their intrinsic motivation to read.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A