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Motivation : = The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four Through Six.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Motivation :/
其他題名:	The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four Through Six.
作者:	Gerstner, Gary M.
面頁冊數:	1 online resource (114 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Educational sociology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355233346

Motivation : = The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four Through Six.
Gerstner, Gary M.

Motivation :The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four Through Six. - 1 online resource (114 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4--6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory (CAIMI) and from three in-depth elementary school teacher interviews. The study sought to answer the following questions: Is there a difference in student intrinsic motivation levels based on grade level? Do elementary school males and females differ in his or her intrinsic motivation in Grades 4-6? Is there a difference in intrinsic motivation within the subject areas of reading, math, social studies and science? Is there a correlation between a child's intrinsic motivation level and his or her academic performance? What are examples of things that teachers do to promote intrinsic motivation in his or her students, and to what extent are they implemented? The findings of this study indicate that there is not a significant difference with the intrinsic motivation between the grade levels or between the genders. A student's intrinsic motivation within the subject areas of reading, math, and social studies was relatively the same, however, there was a significant statistical difference in science. There was a correlation between a student's intrinsic motivation level and his or her academic achievement in science. Lastly, based upon the data collected and the teachers' interviews, four recommendations on how to foster intrinsic motivation in students in Grades 4--6 were made. Keywords: motivation, intrinsic motivation, extrinsic motivation, elementary, reading, math, science, and social studies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355233346Subjects--Topical Terms:

555555
Educational sociology.
Index Terms--Genre/Form:

554714
Electronic books.

Motivation : = The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four Through Six.
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504 $a Includes bibliographical references
520 $a This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4--6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory (CAIMI) and from three in-depth elementary school teacher interviews. The study sought to answer the following questions: Is there a difference in student intrinsic motivation levels based on grade level? Do elementary school males and females differ in his or her intrinsic motivation in Grades 4-6? Is there a difference in intrinsic motivation within the subject areas of reading, math, social studies and science? Is there a correlation between a child's intrinsic motivation level and his or her academic performance? What are examples of things that teachers do to promote intrinsic motivation in his or her students, and to what extent are they implemented? The findings of this study indicate that there is not a significant difference with the intrinsic motivation between the grade levels or between the genders. A student's intrinsic motivation within the subject areas of reading, math, and social studies was relatively the same, however, there was a significant statistical difference in science. There was a correlation between a student's intrinsic motivation level and his or her academic achievement in science. Lastly, based upon the data collected and the teachers' interviews, four recommendations on how to foster intrinsic motivation in students in Grades 4--6 were made. Keywords: motivation, intrinsic motivation, extrinsic motivation, elementary, reading, math, science, and social studies.
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