ERIC Number: EJ811774
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 46
Intrinsic Motivation and Rewards: What Sustains Young Children's Engagement with Text?
Marinak, Barbara A.; Gambrell, Linda B.
Literacy Research and Instruction, v47 n1 p9-26 2008
This study investigated the effects of reward proximity and choice of reward on the reading motivation of third-grade students as measured by indicators of task persistence. The major finding from this study was that students who were given a book as a reward and students who received no reward were more motivated to engage in subsequent reading than students who received a token reward. The results of the present study revealed that the proximity of the reward to the desired behavior is a particularly salient factor in enhancing reading motivation. In this study, books were less undermining to intrinsic motivation than token rewards. The major implication is that carefully chosen rewards can foster a culture of reading motivation. (Contains 9 tables.)
Descriptors: Proximity, Persistence, Reading Motivation, Rewards, Reader Text Relationship, Grade 3, Elementary School Students, Student Behavior, Reading Material Selection
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivation to Read Profile