Intrinsic Motivation and Academic Achievement: The Role of Teacher Behaviors in Promoting Intrinsic Motivation and Academic Achievement
Graduation Date
Spring 1999
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Abstract
Research has shown that students’ intrinsic motivation for school work is a more important contribution and predictor of academic achievement than extrinsic motivation. This study hypothesized that there are certain behaviors a teacher can do to promote intrinsic motivation in students. A quasi-experiment was conducted to test this hypothesis, with a teacher promoting intrinsic motivations to two seventh grade classes for a period of one academic quarter. The results indicate that teacher behaviors can influence intrinsic motivation, although students are greatly influenced by the greater school environment.
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