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Essay On Intrinsic And Extrinsic Motivation

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Recommended: Introduction on intrinsic and extrinsic motivation

Creating a viable classroom reading environment that supports students’ intrinsic motivation calls for supporting their autonomy as well. This involves supporting their curiosity and interests in reading, offering them some control over reading activities, and allow for their decision making in setting learning goals. To contribute in increasing individualized intrinsic reading motivation, teachers (Ediger, 2001) can design classrooms that contain different library books (in order to meet all students’ interests in reading) for all students to be provided with opportunities to choose their individual books. Homes also play an essential role in enhancing students’ intrinsic reading motivation through making reading materials available. Indeed, to build the grounds for which teachers can foster their learners’ intrinsic reading motivation, the following strategies (Hunter, 2005) can be of practical application in classrooms. -The reading level of each text presented in the classroom should be coupled with the students’ cognitive …show more content…

Extrinsic reading motivation refers to the external factors or reasons behind reading. In other words, extrinsically motivated readers engage in reading due to reasons external to reading per se. For Guay, Vallerand, & Céline (2000), intrinsic and extrinsic motivation are inversely related. When intrinsic motivation is high, extrinsic motivation tends to be low and vice versa. Hunter (2005, p.2) highly stressed the pivotal role played by extrinsic motivation in motivating behaviour, “We, as adults, are all motivated by a pay-check at the end of the month. We may not be working only for the pay-check, but it’s still motivating to know that it’s coming.” What can be motivating for learners,

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In “Why University Students Don’t Read: What Professors Can Do To Increase Compliance” Mary E. Hoeft questions whether why students don’t like to read the assigned textbooks. Hoeft found that it is essential to know that there is a multiple of things we can do to boost the completion of reading assignments, for the professors who consider reading completion to be the main component to schooling (qtd. in Hoft 15). Some of these things could include could giving out quizzes, supplementary assignments, and to give reminders and making it interesting at the same time. While Hoeft suggest that reading completion is a team effort between the students and faculty, the emphasis of her argument is on whether students care about what they are reading.

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442 Words | 2 Pages

(Cambria and Guthrie’s, 2010) research indicates that in order to motivate students to read we need to take in consideration their interest, dedication and confidence. “An interested student reads because he enjoys it; a dedicated student reads because he believes it is important, and a confident student reads because he can do it. ”(Cambria and Guthrie,

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1275 Words | 6 Pages

Similarly, integrated extrinsic motivation involves greater motivation compared to external extrinsic motivation. External motivation relates to actions that are performed for an external demand, to obtain a reward, or to avoid condemnation. Introjected motivation refers to actions that avoid negative affections or to upkeep a corrupted self-worth. Actions that fulfill one’s values or significance relates to identified motivation. Integrated motivation involves actions that fulfill one’s belief or

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321 Words | 2 Pages

With Nasty, Stinky Sneakers a teacher can bring home skills and understandings about determination, perseverance, siblings, friends and friendship. It is a great book to introduce skills such as narrative elements, prediction, figurative language and character traits. After all we are gearing our students up for the next level. It is important to introduce a wide variety of vocabulary words to our students and to do this we need to have a very diverse collection of books. During K thru Second grade our students should be gaining approximately eight hundred new words a year into their word bank (Dahlgren/Biemiller 2005).

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2013 Words | 9 Pages

Some week’s books will be chosen from the classroom library, brought from home, or from a visit to the school’s Media Center. By allowing students to identify their particular book, you are providing each student with autonomy, which leads to the ownership of their education. By including prior knowledge, autonomy, diversity and routine, I will be able to determine the needs of my students, “This awareness provides you with knowledge of each child’s zone of proximal

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542 Words | 3 Pages

To meet this challenge, content area teachers can focus on strategies that will holistically guide students’ before, during, and after reading (also known as into, through, and beyond). (243). Ruddell (2008) surveys strategies and instructional models that will guide student reading, including: Think Predict, Read, Connect (TPRC); Webquests; KWL Plus; Predict-Locate-Add-Note (PLAN); Three-Level Reading Guides; Anticipation Guides; The Prereading Plan (PReP); Questioning the Author (QTA); Reading Response Groups; Read, Encode, Annotate, Ponder (REAP) and iREAP. Lastly, Ruddell (2008) acknowledges that, while a study skills perspective to teaching reading is overall ineffective, study skills instruction can still be integrated into content learning. Recommendations include connecting study skills to real-life as opposed to worksheet type study skills training, with emphasis on particular strategies such as Survey, Question, Read, Recite, Review (SQ3R) and strategic usage of underlining and

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1433 Words | 6 Pages

While it may be true that even if a student is reading Sports Illustrated, they will still become more literate and reflective than if they hadn’t read at all, it is also true that the student is then less likely to read the same desired material outside of class because they are already being forced to read it inside of class. Moreover, if class time is spent reading something such as Malcolm Gladwell’s Outliers: The Story of Success, the student will be more inclined to read Sports Illustrated outside of class; thus, increasing their reading time altogether. On the report of Engaging Schools: Fostering High School Students’ Motivation to Learn, “studies have shown that students who read outside of school become better readers (Anderson, Wilson, and Fielding, 1988; Fielding, 1994; Guthrie, Schafer, Wang, and Afflerbach, 1995)” (64). Therefore, by engaging in materials which the students may not be interested in during the school day, they will be more likely to read other subject matters outside of school and consequently increase their reading

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Chapter 3 of our text discusses how technology has grown over the years and the process of working memory to long term memory. Chapter 4 really dissects about text complexity. The key themes when it comes to analyzing complex texts is readability. According to Bean, readability is defined as, “a measure of the extent to which a reader finds a given text comprehensible” (Bean, 2017, p. 76). A textbook is a valuable tool that is used to help students understand the content better.

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1. In chapter 14 authors stress the importance of correctly executed classroom reading assessments and properly utilized results. According to the writers, classroom reading assessments influence learning and teaching strategies, which means reading instruction fluctuates based on the results of previously completed assessments. It is discussed in great details the reasons reading instruction can be productively adjusted after formative assessments and not after summative testing.

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Chapter 3 explores the criteria educators can use for determining what instructional materials (such as texts) will be appropriate for their learners. Initially, Ruddell (2008) takes on the ongoing debate between textbooks and trade books. Ruddell (2008) acknowledges the purpose of textbooks as a means of organizing learning information and supplementing students understanding, but pushes that trade books are a better alternative for students to read to learn. Having clarified the utility of textbooks versus trade text, Ruddell (2008) surveys the various evaluative instruments and philosophies educators can use to determine texts for their class; these instruments/philosophies include: readability formulas (Fry Readability Graph, SMOG Formula), reader-text relationship concerns (cloze testing, Group Reading Inventory), the readability checklist, the friendly text evaluation scale, and the Carter G. Woodson book award checklist.

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Selection of an appropriate text is critical to the success of this element (Department of Education, 2015; Purdie & Buckley, 2010). By collaboratively planning and choosing appropriate teaching materials teacher can help to ensure that learning activities are relevant to students’ experiences and to their current needs and interests, providing meaning and purpose to what they are learning (Purdie & Buckley, 2010). The text can be selected for a range of different reasons, whether it may be an engaging topic/ theme, the students having connections to books previously read, or connections to the life of the community (Department of Education, 2015). The teacher will then discuss the reason for the choice of the text and engage in some ‘think alouds’ that model typical literate activity with the book i.e. ‘I wonder what is going to happen next?’ (Department of Education,

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615 Words | 3 Pages

Introduction Lenses on Reading: An Introduction to Theories and Modelsis an excellent read. The authors bring a lot of useful information to not only the field of education but to the classroom. Throughout the book, the authors provided vignettes to show theoretical models in action which gives the reader a visual of how the theoretical model can be applied. The layout of the chapters was in chronological order which is was also helpful.

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Hi Jelly. I agree with your post completely. Because the example you provided about motivation is simple to understand and clear to read. In middle school, my math teacher motivates the students to study on the material she taught to win a class party. She was also willing to stick around after school to help them properly understand it.

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Intrinsic motivation refers to performing an activity for it own sake and the joy received from it. Extrinsic motivation refers to performing an activity for some external reward, such as money or food. Between extrinsic and intrinsic motivation, there are five levels of motivation, differing by their level of self-determination. First is amotivation, in which an athlete has no extrinsic or intrinsic reasons for continuing their sport or activity. Next, external regulation refers to an athlete performing an activity to fulfil an external demand or for an external reward, such as a paycheck.

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Intrinsic motivation being employees are interested on the work because it is personally interesting, rewarding, challenging. Job satisfaction and the achievement of your personal goals are some examples of intrinsic motivation. Extrinsic motivation being employees work solely for the reason to receive a reward or the outcome. Extrinsic motivated employees are more concerned about the end results (pay raise, benefits, and promotions) than

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