Effects of Integrated Instruction on Motivation and Strategy Use in Reading

Effects of Integrated Instruction on Motivation and Strategy Use in Reading

Effects of instructional context on intrinsic and extrinsic motivation have been examined with a variety of studies. This quasi experiment compared students receiving an instructional intervention designed to increase intrinsic motivation with students receiving traditional instruction. Concept-orie...

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Bibliographic Details
Published in:Journal of educational psychology Vol. 92; no. 2; pp. 331 - 341
Main Authors: Guthrie, John T, Wigfield, Allan, VonSecker, Clare
Format: Journal Article
Language:English
Published: Washington, etc American Psychological Association 01-06-2000
American Psychological Association, etc
Subjects:
Academic achievement
Academic Achievement Motivation
Concept Oriented Reading Instruction
Cooperation
Curricula
Educational Objectives
Elementary Education
Elementary School Students
Female
Human
Internal External Locus of Control
Interpersonal Competence
Language arts
Language Arts Education
Learning Activities
Learning Motivation
Male
Motivation
Reading
Reading Education
Reading Strategies
Science Education
Teaching Methods
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Summary:Effects of instructional context on intrinsic and extrinsic motivation have been examined with a variety of studies. This quasi experiment compared students receiving an instructional intervention designed to increase intrinsic motivation with students receiving traditional instruction. Concept-oriented reading instruction (CORI) integrated reading and language arts with science inquiry. It emphasized learning goals, real-world interaction (hands-on science activities), competence support (strategy instruction), autonomy support (self-directed learning), and collaboration. Traditional classrooms had the same content objectives and comparable teachers but different pedagogy. Children in CORI classrooms scored higher on motivation than did children in traditional classrooms, with effect sizes of 1.94 for curiosity and 1.71 for strategy use. Grade-level differences were found for recognition and competition. The results show that classroom contexts can be constructed to influence motivational outcomes positively.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.92.2.331