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Thesis/Dissertation Information
- Degree Disciplines:
- Psychology
Notes
- Abstract:
- The present study explored the impact of motivation and learning strategy use on middle school students' reading achievement. Students in grades 7 and 8 completed questionnaires measuring motivation as well the most commonly employed learning strategy. Teachers provided students' FCAT Sunshine State Standards Reading scores, which served as the dependent measure. A total of 93 students in a medium-size Florida school district participated in this study. Motivation was measured using the Motivation for Reading Questionnaire (MRQ), which is comprised of 53 questions whose items are rated on a 4-point Likert scale. Students also completed a learning strategies questionnaire. It was hypothesized that students identified as intrinsically motivated would obtain higher FCAT Reading scores than those who are extrinsically motivated, whereas students who are extrinsically and intrinsically motivated would obtain higher FCAT Reading scores than those who are either intrinsically or extrinsically motivated. Results indicate that the hypotheses were partially supported. Intrinsically motivated students obtained higher FCAT Sunshine State Reading scores than extrinsically motivated students. However, there was no significant difference between the reading performance of intrinsically and dually motivated students. Students identified the use of mental imagery as the most frequently used learning strategy irrespective of motivational type. Future directions for research and recommendations for intervening with struggling readers are discussed.
- Thesis:
- Thesis (S.S.P.)--Barry University, 2007.
- Bibliography:
- Includes bibliographical references (leaves 30-36).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Detra D. Bonner. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LB1632.B66 2007_BonnerDetraD ( BU-Local )
- Classification:
- LB1632.B66 2007 ( lcc )
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