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- W2238889592 abstract "Impacts of Intrinsic and Extrinsic Motivation on Reading Achievement of First-Grade Students by Kristin L. Houghton MA, Walden University, 2006 BS, West Chester University, 2002 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2015 Abstract Teachers struggle to address motivation and its impact on reading achievement and the continued desire to read, even with first-grade students. The theoretical framework for this study was based on Bandura’s social cognitive theory of self-efficacy, which pertains to how individuals feel and think about themselves and the way they self-motivate; it was also based on Skinner’s operant theory, which maintains that a student can be motivated by positive reinforcement. A quasi-experimental design was used to examine the impactTeachers struggle to address motivation and its impact on reading achievement and the continued desire to read, even with first-grade students. The theoretical framework for this study was based on Bandura’s social cognitive theory of self-efficacy, which pertains to how individuals feel and think about themselves and the way they self-motivate; it was also based on Skinner’s operant theory, which maintains that a student can be motivated by positive reinforcement. A quasi-experimental design was used to examine the impact of 3 motivation conditions (intrinsic, extrinsic, or a combination of both) on the reading achievement and oral reading fluency of 66 first-grade students. The students in 3 intact classrooms were assigned as 3 different treatment groups, each representing a separate motivation condition. The dependent variables were reading achievement and oral reading fluency. Data were pretest and posttest scores on reading achievement and oral reading fluency measures. Students in 2 of the 3 groups graphed their oral reading fluency (words read correctly per minute), which supported the intrinsic motivation condition of goal setting. Similarly, students in 2 of the 3 groups received rewards, which defined the extrinsic motivation condition. After 8 weeks of treatment conditions, posttest scores were compared with pretest scores as a covariate. An analysis of covariance showed no statistically significant differences in reading achievement between the 3 motivation conditions. Further analysis revealed a statistically significant difference in oral reading fluency favoring the intrinsic motivation intervention group. The findings suggest that 8 weeks may not be sufficient for students to benefit directly from any specific motivation condition, but suggest that engaging students in goal setting may improve reading achievement and eventual literacy. Impacts of Intrinsic and Extrinsic Motivation on Reading Achievement of First-Grade Students by Kristin L. Houghton MA, Walden University, 2006 BS, West Chester University, 2002 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2015 Dedication To my mother and father, for always encouraging me to “reach for the stars.” My father’s absence after his passing on January 25, 2011 is particularly felt at a time of such accomplishment. I know that he, as a loving father, would have been pleased. Acknowledgments Many individuals supported this effort. Great appreciation is extended to my doctoral committee, Dr. Joan Gipe and Dr. Nicolae Nistor. I am indebted to my fellow coworkers for their kind support, understanding, and willingness to help throughout the many months of the doctoral program. Most importantly, I would like to thank my husband, Dave, and my children, David and Jacklyn. I could not have reached this life milestone without their generous support, understanding, and encouragement." @default.
- W2238889592 created "2016-06-24" @default.
- W2238889592 creator A5081891892 @default.
- W2238889592 date "2015-01-01" @default.
- W2238889592 modified "2023-09-26" @default.
- W2238889592 title "Impacts of Intrinsic and Extrinsic Motivation on Reading Achievement of First-Grade Students" @default.
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