Classroom Intrinsic Motivation: Effects of Scholastic Level, Teacher Orientation, and Gender.

Green, Lena; Foster, Don

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ343164

Record Type: Journal

Publication Date: 1986

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

Classroom Intrinsic Motivation: Effects of Scholastic Level, Teacher Orientation, and Gender.

Green, Lena; Foster, Don

Journal of Educational Research, v80 n1 p34-39 Sep-Oct 1986

A study investigated the effect of scholastic level, teacher orientation on a control/autonomy continuum, and pupil gender on 459 elementary school students' intrinsic motivation to engage in school work. Results indicated that teacher orientation toward autonomy enhanced the intrinsic motivation of girls on two of three dimensions, and that of boys on one dimension. (Author/CB)

Descriptors: Age Differences, Elementary Education, Foreign Countries, Instructional Program Divisions, Sex Differences, Student Motivation, Teacher Attitudes, Time on Task

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: South Africa

Grant or Contract Numbers: N/A

Author Affiliations: N/A