Date Approved
4-15-1995
Embargo Period
9-11-2016
Document Type
Thesis
Degree Name
M.A. in School Psychology
Department
Educational Services and Leadership
College
College of Education
Advisor
Klanderman, John
Subject(s)
Intrinsic motivation; Learning disabled children--Education; Third grade (Education)
Disciplines
Educational Psychology
Abstract
The question of what motivates a child to learn has been an important interest to educators, psychologists, and parents as well. Within the domain of motivation, "intrinsic motivation" is an area that holds promise to students with learning problems. The purpose of this study is to see whether students with learning problems are less intrinsically motivated than their non-handicapped peers.
There are two groups of subjects: 30 third grade students in self-contained classrooms and 30 third grade students in regular classrooms. Each subject was given the "Scale of Intrinsic Versus Extrinsic Orientation in the Classroom." Statistical procedures were used to determine whether a difference exists between students with learning problems and students without learning problems. It was found that the students in the self-contained classrooms scored lower than the students in the regular classrooms.
Recommended Citation
D'Orazio, Karen, "Intrinsic motivation in students: a comparison of students with learning problems and their non-handicapped peers" (1995). Theses and Dissertations. 2238.
https://rdw.rowan.edu/etd/2238
