ERIC ED402554: Teachers' Perceptions and Students' Literacy Motivations. Reading Research Report No. 69. PDF
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DOCUMENT RESUME CS 012 665 ED 402 554 Sweet, Anne P.; And Others AUTHOR Teachers' Perceptions and Students' Literacy TITLE Motivations. Reading Research Report No. 69. National Reading Research Center, Athens, GA.; INSTITUTION National Reading Research Center, College Park, MD. Office of Educational Research and Improvement (ED), SPONS AGENCY Washington, DC. 96 PUB DATE 117A20007 CONTRACT 52p. NOTE Research/Technical (143) Reports PUB TYPE Tests /Evaluation Instruments (160) MF01/PC03 Plus Postage. EDRS PRICE Elementary Education; *Learning Motivation; DESCRIPTORS *Literacy; Questionnaires; Self Determination; Student Characteristics; *Student Motivation; *Teacher Attitudes *Reading Behavior IDENTIFIERS ABSTRACT A study examined teachers' perceptions and students' literacy motivations to assist teachers in bolstering students' self-determination and literacy competence. The theoretical framework self-determination theory which focuses was derived from E. L. Deci's choices or decisions about how on individuals' opportunities to make Subjects were to behave or think as precursors to perceived control. teachers and students in grades 3 to 6 who participated in a 374 students) and a qualitative quantitative phase (n=68 teachers ; that phase (n=6 teachers; 6 students). A questionnaire was developed represented 6 motivational domains: activity, autonomy, social, topic, individual, and writing. Student motivation was gauged by asking teachers to rate the frequency of each child's engagement in reading-related activities. Each teacher completed questionnaires on phase, students were a half-dozen students. In the qualitative videotaped during regular classroom reading lessons for 30 minutes. Teachers were interviewed after viewing a videotape of their students. Teachers' perceptions of students' literacy motivations on the questionnaire and on the personal interviews were generally consistent, with patterns of differentiation between motivation categories revealed more prominently on the teacher interviews. In implicit general, findings confirm that teachers appear to possess an theory of the association of self-determination and achievement that is highly compatible with Deci's perspective. Higher achievers were intrinsically motivated and self-determining. Less well-accomplished students were more dependent on external environmental supports for literacy. (Contains 50 references, 5 tables, and 1 figure of data. The Teacher Perceptions Questionnaire, teacher interview questions, and scoring examples are attached.) (Author/RS) Teachers' Perceptions and Students' Literacy Motivations Anne P. Sweet U.S. Department of Education, OERI John T. Guthrie Mary N. Ng University of Maryland College Park U.S. DEPARTMENT OF EDUCATION and Improvement Office of Educational Research INFORMATION EDU ATIONAL RESOURCES CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. to Minor changes have been made improve reproduction quality. this Points of view or opinions stated in document do not necessarily represent official OERI position or policy. National lU r5 Reading Research Center READING RESEARCH REPORT NO. 69 Fall 1996 2 BEST COPY AVAILABLE NRRC National Reading Research Center Teachers' Perceptions and Students' Literacy Motivations Anne P. Sweet U. S. Department of Education, OERI John T. Guthrie Mary N. Ng University of Maryland College Park READING RESEARCH REPORT NO. 69 Fall 1996 The work reported herein is a National Reading Research Project of the University of Georgia It was supported under the Educational Research and and University of Maryland. Development Centers Program (PR/AWARD NO. 117A20007) as administered by the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed here do not necessarily reflect the position or policies of the National Reading Research Center, the Office of Educational Research and Improvement, or the U.S. Department of Education. 3 NRRC National Reading Research Center National Advisory Board Executive Committee Phyllis W. Aldrich Donna E. Alvermann, Co-Director University of Georgia Saratoga Warren Board of Cooperative Educational John T. Guthrie, Co-Director Services, Saratoga Springs, New York University of Maryland College Park Arthur N. Applebee James F. Baumann, Associate Director State University of New York, Albany University of Georgia Ronald S. Brandt Patricia S. Koskinen, Associate Director Association for Supervision and Curriculum University of Maryland College Park Development Jamie Lynn Metsala, Associate Director Marsha T. DeLain University of Maryland College Park Delaware Department of Public Instruction Penny Oldfather Carl A. Grant University of Georgia University of Wisconsin-Madison John F. O'Flahavan Barbara McCombs University of Maryland College Park Mid-Continent Regional Educational Laboratory (MCREL) James V. Hoffman Luis C. Moll University of Texas at Austin University of Arizona Cynthia R. Hynd Carol M. Santa University of Georgia School District No. 5 Robert Serpell University of Maryland Baltimore County Kalispell, Montana Betty Shockley-Bisplinghoff Anne P. Sweet Clarke County School District, Athens, Georgia Office of Educational Research and Improvement, Linda DeGroff U.S. Department of Education University of Georgia Louise Cherry Wilkinson Rutgers University Peter Winograd Publications Editors University of Kentucky Research Reports and Perspectives Production Editor Linda DeGroff, Editor Katherine P. Hutchison University of Georgia University of Georgia James V. Hoffman, Associate Editor University of Texas at Austin Mariam Jean Dreher, Associate Editor Dissemination Coordinator Jordana E. Rich University of Maryland College Park Instructional Resources University of Georgia Lee Galda, University of Georgia Research Highlights Text Formatter William G. Holliday Angela R. Wilson University of Maryland College Park University of Georgia Policy Briefs James V. Hoffman NRRC - University of Georgia University of Texas at Austin 318 Aderhold Videos University of Georgia Shawn M. Glynn, University of Georgia Athens, Georgia 30602-7125 Fax: (706) 542-3678 (706) 542-3674 INTERNET: [email protected] NRRC Staff Barbara F. Howard, Office Manager Kathy B. Davis, Senior Secretary - University of Maryland College Park NRRC University of Georgia 3216 J. M. Patterson Building University of Maryland Barbara A. Neitzey, Administrative Assistant College Park, Maryland 20742 Valerie Tyra, Accountant Fax: (301) 314-9625 (301) 405-8035 University of Maryland College Park INTERNET: [email protected] About the National Reading Research Center Dissemination is an important feature of NRRC The National Reading Research Center (NRRC) is activities. Information on NRRC research appears in funded by the Office of Educational Research and several formats. Research Reports communicate the Improvement of the U.S. Department of Education to results of original research or synthesize the findings of conduct research on reading and reading instruction. several lines of inquiry. They are written primarily for The NRRC is operated by a consortium of the Univer- researchers studying various areas of reading and sity of Georgia and the University of Maryland College reading instruction. The Perspective Series presents a Park in collaboration with researchers at several institu- wide range of publications, from calls for research and tions nationwide. commentary on research and practice to first-person The NRRC's mission is to discover and document Instructional accounts of experiences schools. in those conditions in homes, schools, and communities Resources include curriculum materials, instructional that encourage children to become skilled, enthusiastic, guides, and materials for professional growth, designed lifelong readers. NRRC researchers are committed to primarily for teachers. advancing the development of instructional programs For more information about the NRRC's research sensitive to the cognitive, sociocultural, and motiva- projects and other activities, or to have your name tional factors that affect children's success in reading. added to the mailing list, please contact: NRRC researchers from a variety of disciplines conduct studies with teachers and students from widely diverse Donna E. Alvermann, Co-Director cultural and socioeconomic backgrounds in pre-kinder- National Reading Research Center garten through grade 12 classrooms. Research projects 318 Aderhold Hall deal with the influence of family and family-school University of Georgia interactions on the development of literacy; the interac- Athens, GA 30602-7125 tion of sociocultural factors and motivation to read; the (706) 542-3674 impact of literature-based reading programs on reading achievement; the effects of reading strategies instruction John T. Guthrie, Co-Director on comprehension and critical thinking in literature, National Reading Research Center science, and history; the influence of innovative group 3216 J. M. Patterson Building participation structures on motivation and learning; the University of Maryland potential of computer technology to enhance literacy; and the development of methods and standards for College Park, MD 20742 (301) 405-8035 alternative literacy assessments. The NRRC is further committed to the participation of teachers as full partners in its research. A better understanding of how teachers view the development of literacy, how they use knowledge from research, and how they approach change in the classroom is crucial to improving instruction. To further this understanding, the NRRC conducts school-based research in which teachers explore their own philosophical and pedagogi- cal orientations and trace their professional growth. Editorial Review Board NRRC Mary Graham Suzanne Clewell Peter Afflerbach Montgomery County Public Schools McLean, Virginia University of Maryland College Park Rockville, Maryland Rachel Grant Jane Agee Joan Coley University of Maryland College Park University of Georgia Western Maryland College Barbara Guzzetti JoBeth Allen Michelle Commeyras Arizona State University University of Georgia University of Georgia Frances Hancock Janice F. Almasi Linda Cooper Concordia College of Saint Paul, University of Buffalo-SUIVY Shaker Heights City Schools Minnesota Shaker Heights, Ohio Patty Anders Kathleen Heubach University of Arizona Karen Costello University of Georgia Connecticut Department of Education Harriette Arrington Hartford, Connecticut Sally Hudson-Ross University of Georgia University of Kentucky Jim Cunningham Cynthia Hynd Gibsonville, North Carolina Marlia Banning University of Georgia University of Utah Karin Dahl Gay Ivey Ohio State University Jill Barton University of Georgia Elizabethtown College Marcia Delany David Jardine Wilkes County Public Schools Eurydice Bauer Washington, Georgia University of Calgary University of Georgia Robert Jimenez Lynne Diaz-Rico Janet Benton California State Univerthy-San University of Oregon Bowling Green, Kentucky Bernardino Irene Blum Michelle Kelly Mark Dressman University of Utah Pine Springs Elementary School Falls Church, Virginia New Mexico State University James King Ann Duffy David Bloome University of South Florida University of Georgia Amherst College Kate Kirby John Borkowski Ann Egan-Robertson Gwinnett County Public Schools Notre Dame University Lawrenceville, Georgia Amherst College Fenice Boyd Jim Flood Linda Labbo University of Georgia San Diego State University University of Georgia Karen Bromley Dana Fox Michael Law Binghamton University University of Georgia University of Arizona Martha Carr Donald T. Leu Linda Gambrel! University of Georgia Syracuse University University of Maryland College Park 6 Bernard Spodek Barbara M. Palmer Susan Lytle University of Illinois Mount Saint Mary's College University of Pennsylvania Bettie St. Pierre Stephen Phelps Bert Mangino University of Georgia Buffalo State College Las Vegas, Nevada Steve Stahl Mike Pickle Susan Mazzoni University of Georgia Georgia Southern University Baltimore, Maryland Amber T. Prince Roger Stewart Ann Dacey McCann University of Wyoming Berry College University of Maryland College Park Gaoyin Qian Anne P. Sweet Sarah McCarthey Lehman College-CUNY Office of Educational Research University of Texas at Austin and Improvement Tom Reeves Veda McClain University of Georgia University of Georgia Louise Tomlinson University of Georgia Lenore Ringler Lisa McFalls University of Georgia New York University Bruce VanSledright University of Maryland College Park Randy McGinnis Mary Roe University of Delaware University of Maryland Barbara Walker Eastern Montana University-Billings Mike McKenna Nadeen T. Ruiz Georgia Southern University California State University- Louise Waynant Sacramento Prince George's County Schools Barbara Michalove Upper Marlboro, Maryland Fowler Drive Elementary School Olivia Saracho Athens, Georgia University of Maryland College Park Dera Weaver Athens Academy Elizabeth B. Moje Paula Schwanenflugel Athens, Georgia University of Utah University of Georgia Jane West Lesley Morrow Robert Serpell Agnes Scott College Rutgers University University of Maryland Baltimore County Renee Weisburg Bruce Murray Elkins Park, Pennsylvania University of Georgia Betty Shockley Fowler Drive Elementary School Allan Wigfield Susan Neuman Athens, Georgia University of Maryland College Park Temple University Wayne H. Slater Shelley Wong John O'Flahavan University of Maryland College Park University of Maryland College Park University of Maryland College Park Margaret Smith Josephine Peyton Young Marilyn Ohlhausen-McKinney Las Vegas, Nevada University of Georgia University of Nevada Susan Sonnenschein Hallic Yopp Penny Oldfather University of Maryland Baltimore California State University University of Georgia County About the Authors Anne P. Sweet, a senior research associate in John T. Guthrie is a Professor of Human Devel- OERI's National Institute on Student Achievement, opment at the University of, Maryland College Curriculum, and Assessment, U.S. the is Park, and Co-Director of the National Reading Department of Education's scientific and technical Research Center (NRRC). The. Center conducts expert on research in reading and K-12 literacy. studies of reading, writing, science and history She is the Achievement Institute's team leader for learning, assessment and professional development. humanities, language arts, and social sciences. As Prior to this position, Dr. Guthrie headed the federal monitor for the National Reading Research University of Maryland's Center for Educational Center, she oversees field efforts to conduct basic Research and Development. Dr. Guthrie was and applied research with an aim toward the formerly the Director of Research for the Inter- improvement of practice and conducts intramural national Reading Association 1974-1984. He research on literacy related issues. Prior to joining received his Ph.D. from the University of Illinois the Achievement Institute, she was Director of the in Educational Psychology. In 1992, the National Learning and Instruction Division in OERI's Office Reading Conference awarded him the Oscar Cau- of Research, and Assistant Director for Learning sey Award for outstanding contributions to reading and Development in NIE's Program on Teaching research. He is a Fellow in the American Psycho- and Learning. Dr. Sweet came to the Department logical Association, American Psychological in 1985 from Petersburg, Virginia, where she Society, the National Council of Research in was Associate Superintendent for Instruction. She has English, and was elected to the Reading Hall of taught reading and language arts, elementary Fame in 1994. Dr. Guthrie's interests are literacy school through graduate school, and has served in development and environments for learning. various posts in public school administration and supervision. Dr. Sweet may be contacted at the Mary M. Ng is a graduate assistant at the National following address: OERI, 555 New Jersey Avenue, Reading Research Center. She is currently pursuing NW, Washington, DC 20208. Telephone: (202) a doctorate in Human Development, specializing in 219-2043. Educational Psychology. Her research interests include problem-solving models, motivations during inductive and deductive tasks, and learning strategies. She may be contacted at the National Reading Research Center, 3216 J. M. Patterson Building, University of Maryland, College Park, MD 20742. National Reading Research Center Universities of Georgia and Maryland Reading Research Report No. 69 Fall 1996 Teachers' Perceptions and Students' Literacy Motivations Anne P. Sweet U.S. Department of Education, OERI John T. Guthrie Mary N. Ng University of Maryland, College Park students. Subsequent analyses were conducted using Abstract. This study was conducted with an end motivation summary scores for each student. toward producing findings that could be helpful in In the qualitative phase, students were video- assisting teachers to bolster students' self-determina- taped during regular classroom reading lessons for tion and literacy competence. The theoretical frame- 30 min. Teachers were interviewed after viewing a work is derived largely from Deci's (1975, 1980) videotape of their student, using interview questions self-determination theory which focuses on individu- that paralleled the motivational domains within the als' opportunities to make choices or decisions about teacher questionnaire. Teachers' perceptions of how to behave or think as precursors to perceived students' literacy motivations on the questionnaire control. The study, conducted with teachers and and on the personal interview were generally consis- students in grades 3 to 6, contained a quantitative motiva- tent, withpatterns of differentiation between phase (N = 68 teachers; 374 students) and a quali- tion categories revealed more prominently on the tative phase (N = 6 teachers; 6 students). teacher interviews. In general, the findings confirm Using findings from a preliminary study that teachers appear to possess an implicit theory of (Sweet & Guthrie, 1994), a questionnaire was the association of self-determination and achieve- developed that represented six motivational ment that is highly compatible with Deci's perspec- domains: (1) activity; (2) autonomy; (3) social; tive. Higher achievers were intrinsically motivated (4) topic; (5) individual; and (6) writing. Student well-accomplished Less and self-determining. motivation was gauged by asking teachers to rate students were more dependent on external, environ- mental supports for literacy. Teachers were cau- the frequency of each child's engagement in read- tioned that their perceptions about students are ing-related activities, fromRarely to Often. Each likely to affect their teaching. teacher completed questionnaires on a half-dozen 1 2 Sweet, Guthrie, & Ng Introduction This fact is apparent when one considers that many schools and school communities focus a great deal of attention, expend considerable Literature Review manpower efforts, and spend inordinate amounts of monetary resources on extrinsic Motivation theory. of Several theories motivators of student achievement. There two types of moti- motivation point to are vationintrinsic and extrinsic. Theorists and ways of designing reading incentive programs that minimize the extrinsic nature of researchers (Deci, 1975; Deci & Ryan, 1985; a reward and there is good reason for doing so. In their Lepper & Greene, 1978; Malone & Lepper, meta-analytical review of research on the 1987) draw a distinction between these motiva- tion types. Intrinsic motivation refers to effects of reinforcement/reward on intrinsic a person's inner desire to engage in an activity, motivation, Cameron and Pierce (1994) found that there is a somewhat negative effect regardless of whether the activity has an exter- on nal value to someone else. An intrinsically intrinsic motivation when individuals do a task for expected tangible rewards regardless of motivated learner, for example, will choose their level of performance. Such tasks books and read them during free time at school are akin or at home. Such a student actively seeks to reading incentive programs which are predi- cated upon students' receipt of a reward for opportunities to engage in book reading, often reading the requisite number of losing track of time while immersed in the pages or books. One way to moderately protect stu- task. In contrast, extrinsic motivation refers to a person's being prompted to engage in an dents' intrinsic motivation in this situation is to activity by an incentive or anticipated outcome ensure that students get to choose which books that is external to the activity at hand. An they read (Gambrell, Almasi, Xie, & He land, extrinsically motivated student, for example, in press) and provide opportunities for them to will complete an assigned reading primarily to engage in follow-up activities that link their book reading to demonstrated success meet course requirements. Such a student is on a motivated to work hard because s/he views related task. doing so as a means to an end (e.g., high Despite the overall reliance on extrinsic report card grade) that is unrelated to the motivators, some students are or do become reading task. intrinsically motivated to succeed on school- Although both intrinsic and extrinsic moti- related tasks generally, and literacy related vation are in operation within our schools and tasks specifically. Moreover, these intrinsically classrooms, the American system of education motivated students choose to engage in what is structured in. such a way as to promote they perceive to be pleasureful activities, such students' extrinsic motivation (Lepper & Hod- as book reading, outside of the classroom as dell, 1989; Ryan, Connell, & Deci, 1985). well. The instructional practices that teachers NATIONAL READING RESEARCH CENTER, READING RESEARCH REPORT NO. 69 1 0
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