Motivation of At-Risk Students: An Examination of Self-Determination Theory Through Intrinsic Motivation
Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
The research question addressed is, how can an English student be motivated to succeed in a high school ALC classroom? This capstone focused on self-determination theory developed by Edward L. Deci and Richard M. Ryan using the specific suggestions of Barbara Mushinski Fulk to implement intrinsic motivation. Two English classes in an alternative high school setting were studied using goal setting, introduction of units, ownership of work, flexible sequencing and due dates, and encouragement of students through one on one conferences. Research discovered that although student’s grades did not increase, the motivation and attitude towards classroom activities did improve.
Shores, Jessica Wittman, "Motivation of At-Risk Students: An Examination of Self-Determination Theory Through Intrinsic Motivation" (2014). School of Education Student Capstones and Dissertations. 72.
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