Browsing by Subject "Intrinsic Motivation"
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Item The Impact of Intrinsic Motivation on Reading Achievement and Reading Attitudes(2021-05-05) Weinstein, Celeste; Masters of EducationThe purpose of this study was to investigate the impact of intrinsic motivation on the reading achievement and reading attitudes of first grade students. The measurement tool used to measure reading attitudes was the Elementary Reading Attitude Survey, and the measurement tool used to measure reading achievement was the Pioneer Valley Running Record Assessment. This study involved the use of a pretest/posttest design to compare data from the beginning to the end of the four week intervention period. The results of this study indicated there was no significant difference between the reading attitudes of students who received the intrinsic motivation strategy and students who did not receive the intrinsic motivation strategy. Students in the control group were significantly more likely to move up a reading level on the Pioneer Valley Running Records assessment. Although the students in the intrinsic motivation group were less likely to move up a reading level on the Pioneer Valley Running Records Assessment, all of the students in the intrinsic motivation group showed improvement in their reading accuracy, self- correction rate, fluency, and/or comprehension scores when compared to their pre-assessment. Research in the area of intrinsic reading motivation and reading attitudes should continue in order to help educators implement more effective motivation strategies and gain a more expanded and balanced view of student reading attitudes and reading achievement.Item Motivation Influences on Academic Success(2019-04) Springer, Holly; Masters of EducationThe purpose of this study was to determine which form of motivation is most successful in increasing academic success in Kindergarten aged students. The measurement tool for this study was the tracking of student identification of the Kindergarten word list provided by the researcher’s school system. This study involved weekly testing of students to track increased word knowledge. Students in the study were in an intrinsically motivated group or an extrinsically motivated group to track which style of motivation was most effective to student learning. All students in this study achieved an increase in Kindergarten word knowledge. Research in this area of motivation should continue as there was very little difference in which style of motivation is more effective to students at this age level.Item Using Motivation, Emotion, and Best Practices to Design a Mobile Application for Children(2017-12) Soldinger, James; Walsh, Greg; Holman, Lucy; University of Baltimore. College of Arts and Sciences; University of Baltimore. Master of Science in Interaction Design and Information ArchitectureThe following paper presents the evaluation of a mobile application, MotoRobos, that was designed utilizing motivation research, emotion research, and best design practices. MotoRobos will be used by parents and potentially teachers to help motivate their children and students to complete tasks and/or behave. Currently, most applications focus primarily on extrinsic motivators (rewards). Research has shown that when extrinsic motivators are the sole reason that individuals are completing tasks, it is highly likely that motivation will diminish over time. Using intrinsic motivators in conjunction with extrinsic motivators, however, provides individuals with long-lasting motivation, particularly when those motivators allow individuals to express creativity. The proposed mobile application will not only allow children to unlock rewards for completing tasks, but will encourage them to use those rewards creatively. The opportunity to be creative will instill intrinsic motivation, which will increase the likelihood of continued use.