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Intrinsic Motivation and Academic Achievement

What Does Their Relationship Imply for the Classroom Teacher?

Poonam C. Dev, PhD, supervises and instructs student teachers in special education at Purdue University. She has taught students with varying degrees and types of disabilities for over 10 years at the elementary-school level. Her research interests include attribution training to enhance academic achievement of students with learning disabilities, curriculum design for students with learning disabilities from diverse cultural and linguistic backgrounds, transition, main-streaming and inclusion issues for students with disabilities, and special education teacher training and development. Address: Poonam C. Dev, Department of Educational Studies, LAEB 5108, Purdue University, West Lafayette, IN 47907-1446.

Encouraging children's intrinsic motivation can help them to achieve academic success (adelman, 1978; adelman & taylor, 1986; gottfried, 1983, 1985). To help students with and without learning disabilities to develop academic intrinsic motivation, it is impoptant to define the factors that affect motivation (adelman & chaney, 1982; adelman & taylor, 1983). This article offers educators an insight into the effects of different motivational orientations on the school learning of students with learning disabilities, as well as into the variables affecting intrinsic and extrinsic motivation. Also included are recommendations, based on empirical evidence, for enhancing academic intrinsic motivation in learners of varying abilities at all grade levels.

Remedial and Special Education, Vol. 18, No. 1, 12-19 (1997)
DOI: 10.1177/074193259701800104


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