This study focused on the relationship of extrinsic motivation and intrinsic motivation on test-taking. The significance of offering rewards to students for adequate performance was explored, as well as grade and gender. The underlying premise for this research revolved around the two hypotheses that students who are extrinsically motivated will perform better than students left to intrinsically motivate themselves; and that younger students will perform better than older children when extrinsically motivated. The total number of participants equaled 53. There were 23 students in the second grade and 30 in the fourth. All participants were children ranging in age from seven to eleven years old. Due to the differences in grade, the second graders were given Harcourt Reading and Language Skills Assessment for beginning third graders to prevent a ceiling effect and the fourth graders were given MacMillan/McGraw-Hill Progress Assessment from the fourth grade reading series currently used in the district. The instruments were used to assess an individual's performance when extrinsically or intrinsically motivated. The effect of motivation was measured by number of correct responses. A 2 x 2 x 2 ANOVA was performed on the total test scores. Both hypotheses in this study were not supported by the collected data. There was a significant main effect for grade level. Neither gender nor motivation was significant.A 2 x 2 x 2 ANOVA was performed on the total test scores. Both hypotheses in this study were not supported by the collected data. There was a significant main effect for grade level. Neither gender nor motivation was significant.
|Title||:||The Influence of Intrinsic Motivation and Extrinsic Motivation on Test-taking Practices|
|Author||:||Tara L. Makowka|
|Publisher||:||ProQuest - 2007|