Doctoral Dissertations

Date of Award

12-1994

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Psychology

Major Professor

William H. Calhoun

Committee Members

Warren Jones, John Lounsbury, Donald Dickinson

Abstract

One of the cornerstones of modern education has been the behavioral model of operant conditioning. Behavior is controlled through the selective use of rein- forcement and punishment; students work to obtain rewards and/or avoid penalties. However, recent research has indicated that a dependence on extrin- sic motivators can weaken or destroy the joy of learning. An intrinsically motivated student is driven by a desire to learn, whereas an extrinsically motivated student is focused on grades, attention, or some other external payoff. When extrinsic reinforcers become the primary goal, students develop strategies and shortcuts to achieve them at the expense of actual learning. This study investi- gated ways to help students overcome their fixation on grades and rediscover the intrinsic enjoyment of the learning process.

Although many variables influence a person's motivation, this study focused on attitudes, since these often dictate behavior. The intervention strategy was designed to help students rethink their old extrinsically-oriented attitudes about grades and learning, and then to expose them to more self-directed views.

Fifty-one undergraduate students were given pretest and posttest attitude surveys, and their responses were compared to see if their orientations were affected by the intervening attitude change program. A separate control group of twenty-six students were given pretest and posttest versions of the survey, but were not involved in the intervention strategy.

A t-test analysis showed a moderate but significant shift toward the intrinsic orientation in the experimental group. No change was found in the control group, suggesting that the shift in the experimental group was influenced by the attitude change program.

Further analysis of student patterns of response showed that grades dominate their motivational hierarchy. Curiosity and interest are important, but these are often sacrificed in the pursuit of high grades. Those students who showed the greatest degree of change toward the intrinsic orientation expressed views that focused less on grades and favored challenge and independent thinking.

Follow-up interviews were conducted with some of the subjects and these revealed that students' attitudes and their motivation to learn-are greatly influenced by the teacher. Ultimately it is up to the student to assimilate and process information, but an enthusiastic and engaging teacher can help stimulate the students' interest.

Two other non-traditional course formats were investigated for those factors that enhance intrinsic motivation. First an analysis was conducted of student reactions to a Senior Seminar course which emphasized critical thinking. Also, data from a research project of students taking Independent Studies werereviewed.

Download
Files over 3MB may be slow to open. For best results, right-click and select "save as..."

Share

COinS