The Influence of Extrinsic Motivational Factors on Upper Elementary Students in Reading

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The purpose of this study was to examine the influence of extrinsic motivational factors on upper elementary students who are reading at least two grade levels below their current grade. Research was conducted using a mixed methods approach to examine the perceptions of 3rd, 4th, and 5th grade students who have difficulty in reading. A purposeful sample of these students, from four elementary schools located in a large suburban school district in Southeastern Texas participated in both a questionnaire and face-to-face interviews. Overall, students in grades 3rd, 4th, and 5th felt that extrinsic factors did have an impact on their motivation to read. Students demonstrated agreement across grade levels that recognition had the most influence on their motivation to read. Students at all campuses agreed that at least one extrinsic motivational factor, if not all, had some degree of influence on their motivation to read. Qualitative themes that surfaced from various grade levels included recognition, competition, compliance, and grades; however, qualitative data did not contain any mention of social factors.

Motivation, Reading