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Classroom Strategies for Promoting Intrinsic Motivation in Elementary Males with ADHD.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Classroom Strategies for Promoting Intrinsic Motivation in Elementary Males with ADHD./
Author:	Vu, Isabel.
Description:	1 online resource (100 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355865684

Classroom Strategies for Promoting Intrinsic Motivation in Elementary Males with ADHD.
Vu, Isabel.

Classroom Strategies for Promoting Intrinsic Motivation in Elementary Males with ADHD. - 1 online resource (100 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Psy.D.)--Alliant International University, 2018.

Includes bibliographical references

Previous research has indicated that students with high levels of intrinsic motivation exhibit greater academic achievement than those with high levels of extrinsic motivation. Intrinsic motivation in students has also been found to decline across grade levels starting as early as elementary school and most significantly in middle school. When comparing intrinsic motivation between genders, males generally have lower levels of intrinsic motivation compared to females. In addition, individuals with ADHD are found to have lower levels of intrinsic motivation when compared to their neurotypical peers. The purpose of this project was to provide teachers with classroom strategies for promoting intrinsic motivation in elementary males with ADHD. A draft handbook of motivation strategies, using information obtained from a comprehensive review of literature, was created and then distributed to expert reviewers. Upon review of the handbook, the expert reviewers provided their feedback and suggestions for improvements, which were considered in the revision of the handbook. Once the handbook was modified, it was field tested by general education and special education teachers from various elementary schools. A final version of the handbook was developed using the results from the field testing process. Limitations of the project were reviewed and a dissemination plan was discussed. Recommendations for future research included consideration of additional theories of motivation and conducting longitudinal studies to measure the effects of the handbook over time.

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

Mode of access: World Wide Web

ISBN: 9780355865684Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Classroom Strategies for Promoting Intrinsic Motivation in Elementary Males with ADHD.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Donald Wofford.
502 $a Thesis (Psy.D.)--Alliant International University, 2018.
504 $a Includes bibliographical references
520 $a Previous research has indicated that students with high levels of intrinsic motivation exhibit greater academic achievement than those with high levels of extrinsic motivation. Intrinsic motivation in students has also been found to decline across grade levels starting as early as elementary school and most significantly in middle school. When comparing intrinsic motivation between genders, males generally have lower levels of intrinsic motivation compared to females. In addition, individuals with ADHD are found to have lower levels of intrinsic motivation when compared to their neurotypical peers. The purpose of this project was to provide teachers with classroom strategies for promoting intrinsic motivation in elementary males with ADHD. A draft handbook of motivation strategies, using information obtained from a comprehensive review of literature, was created and then distributed to expert reviewers. Upon review of the handbook, the expert reviewers provided their feedback and suggestions for improvements, which were considered in the revision of the handbook. Once the handbook was modified, it was field tested by general education and special education teachers from various elementary schools. A final version of the handbook was developed using the results from the field testing process. Limitations of the project were reviewed and a dissemination plan was discussed. Recommendations for future research included consideration of additional theories of motivation and conducting longitudinal studies to measure the effects of the handbook over time.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Elementary education. $3 1148439
650 4 $a Special education. $3 567627
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773 0 $t Dissertation Abstracts International $g 79-09A(E).
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