Importance of Intrinsic Motivation in Reading Comprehension Factors Affecting Intrinsic Motivation A motivation to participate in an activity for its own sake is known as intrinsic motivation. It arouses pleasure and satisfaction, is engaging and difficult, and maintains interest. Creativity thrives on intrinsic motivation. The core principle of intrinsic motivation is found in people's innate propensity to take initiative, engage with others in an effort to make an impact, and experience a sense of accomplishment. In fact, when people are in good health, they are open-minded, willing to take on new experiences, partial to novelty, involved with stimulating activities, and determined to learn. These are all examples of intrinsic motivation, and they are all necessary for optimum development over the course of a lifetime. Being intrinsically motivated for an activity involves engaging in it because people find it interesting, according to another widely-used definition of intrinsic motivation. According to Deci (2017), that the theory is that if an activity interests a person, they do not require reinforcement or a reward. As a result, it has been said that the idea of "interest" is essential to intrinsic motivation. Utilizing the idea of interest draws attention to the intrinsic motivation that exists in the relationship between people and their activities. According to intrinsic motivation, the best challenge is at the heart of intrinsic motivation. To put it another way, people are intrinsically motivated to take on the best challenges because those are the ones that are most engaging, conducive to competence, and that contributes to growth. According to Usher (2012), intrinsic motivation is the desire to do or achieve something out of a genuine sense of motivation and satisfaction. A student who is intrinsically motivated to read does so for enjoyment, pleasure, to gain new knowledge, or for other beneficial outcomes, claim Marinak & Gambrell (2008). A student may be inspired to read because they have a strong interest in the subject matter or thesis of a text (object-specific motivation), or because the text draws them into the plot (activity-specific motivation). Students who are intrinsically motivated read more during their free time because they enjoy it. It is hypothesized that reading comprehension increases with increased reading time due to intrinsic motivation. Without intrinsic motivation, students would not be able to master all aspects of reading comprehension. Deci, Koestner, and Ryan (1999) contend that teachers who heavily rely on outside factors to encourage reading in their pupils risk undermining their intrinsic motivation. Extrinsic motivation, or motivation controlled by reinforcement, was contrasted with intrinsic motivation by researchers. In the past, educators have believed that intrinsic motivation is preferable to extrinsic motivation and has better learning outcomes. Importance of reading comprehension According to Cristine Nuttal (1982: 31) in Muslikhati (2015) for students learning English as a foreign language in particular, reading comprehension skills are crucial because reading is one of the skills involved in learning a language. According to Mckee (2012), Reading is essential for both personal and professional development. Even more significant may be the idea of comprehending. Reading alone is insufficient; one also has to be able to evaluate and rearrange concepts. The writer's intended message must be understandable to one person. Reading comprehension requires a complicated aptitude for numerous tasks. According to (Daniels, Kalkman, & McCombs, 2001) when teachers are caring and supportive and emphasize the teaching learning process over the performance outcomes, and when they give feedback, children tend to be motivated to achieve and to expect success. In addition, there is gender difference in motivation type and academic performance teachers should explore and use this strategy to make students more determined and efficacious to learn mathematics. Teachers should also attempt to link mathematics concepts to pupils’ experiences, so that they can realize the relevance of what they learn to their everyday lives, thus making learning more meaningful and relevant. Influence of Extrinsic and Intrinsic Motivation on Pupils Academic Performance in Mathematics Onyekwere Nonye Adamma Department of Educational Psychology, Alvan Ikoku University of Education, Owerri Imo State, Nigeria, nonyeonyekere2013@gmail.com Okoro Pauline Ekwutosim Department of Educational Psychology, Federal College of Education Eha-Amufu, Enugu State, Nigeria, okoropauline1@gmail.com Eugene Chukwuemeka Unamba * Department of Primary Education Studies, Alvan Ikoku University of Education, Owerri Imo State, Nigeria, * corresponding author, unambaec@yahoo.com https://files.eric.ed.gov/fulltext/ED590932.pdf According to Soriano de Alencar, 2012; Anderson et al., 2014). confirm the widely found positive effect of intrinsic motivation on the creative/innovative performance of knowledge workers. This relationship remained significant regardless of whether other variables were added to the model. Second, the findings show that extrinsic motivators in the form of relational as well as transactional rewards can have a significant positive main effect on creative/innovative outcomes. Third, with respect to creative/innovative outputs, extrinsic motivators and intrinsic motivation are not necessarily antagonistic and are best considered simultaneously. Particularly relational rewards were found to add a positive, significant effect to intrinsic motivation on creative/innovative output. Thus, relational rewards in the form of symbolic public recognition, individual praise, and performance management can be synergistic to intrinsic motivation in terms of creativity and innovation. Transactional rewards, however, had no significant effect with intrinsic motivation on creative/innovative performance. This indicates that extrinsic motivators are not per se synergistic, nor do they have per se crowding-out effects with intrinsic motivation as well as with creative and innovative performance. Importance of Language Experience Approach to Teaching Reading Although the LEA was created primarily as an aid for the development of reading, according to Taylor M. (2000), this method may also be used to successfully promote speaking, listening, and writing. The distinctive feature of this integrated method is that it uses the students' individual or shared experiences as the starting point for debate, writing, and ultimately reading. Students can cross the gap between reading and writing independently when they see their own personal experiences translated into written language and get a deeper grasp of the writing and reading processes. In the study conducted by Rahayu, D. (2013), the researcher concluded that, LEA helped students to improve their motivation and reading comprehension. Based on the results, it is advised that LEA be used to teach reading at all ability levels and academic levels in future research. Factor affecting reading comprehension According to (Gersten et al., 2001) Even after that, the required decoding abilities have been mastered (Kessler,2009). Reading comprehension is a crucial component of reading that all students must ensure for both their academic and personal lives, according to Bourdman (2007). The majority of students with learning disabilities, however, have significant difficulties understanding what they read. These issues can take many different forms, including inappropriate use of background knowledge, a lack of word treasure, a lack of reading fluidity, a limited understanding of standard text structures, differences, and conclusions. According to a study by Lazarus (2020), socio-demographic factors like the learning environment at school, the type of school, and the gender of the pupils have an impact on reading comprehension. According to (Sadeghi, 2007). This section provides facts and perspectives on the elements influencing pupils' reading comprehension. Readers must be able to comprehend the process of reading comprehension in order to comprehend and interpret the written symbols. According to (Blair et al., 2007).A person must possess reading comprehension in order to achieve in their daily lives. To successfully participate in a variety of daily activities and to obtain and keep a job, people need to have reading comprehension skills. Also, readers who comprehend what they are reading can live their lives in safety and continue to advance academically and socially (Hoch et al., 2015). Understanding why students struggle to comprehend the text they are reading begins with a study of the variables that affect reading comprehension. Understanding is a crucial element that makes reading more entertaining, educational, and enjoyable. To excel in school, the workplace, and life in general, it is also necessary. According to Hart (2007), background knowledge, attention, and memory are the cognitive variables that influence reading comprehension, fluency, vocabulary, active reading, and critical thought. He clarified that in order for students to understand a text, they rely on in order to make connections between what they already know and the content they are reading. Students must have the ability to understand a Learning vocabulary entails identifying a word's part of speech and how it relates to other words in a text. Speaking, definitions, pertinent context cues, how it fits in a sentence, and those vocabulary techniques can all help, comprehension. As kids develop their reading fluency, they will spend more time reading and less time trying to understand words assessing the sentences' overall meaning over time, fluent readers will completely understand and react to a text. Readers will be able to keep track of their own reading comprehension as they advance. Students may actively mentor themselves, by focusing on comprehension issues as they arise. Through remembering, students can address comprehension issues, reading, posing inquiries to themselves, or analyzing the content. Pupils respond to texts more effectively when they can. They are capable of critical thinking. References: Blair, C, M., Adeyemo, C. B., & Olansunkanmi, O. S. (2007). Factor affecting Reading comprehension importance. World Journal of Education, 4 (4), 55-60. https://ijariie.com/AdminUploadPdf/Factors_Affecting_Reading_Comprehension_ijariie18224.p df Cristine Nuttal (1982:31) in Muslikhati (2015) Importance of Reading Comprehension https://www.scribd.com/document/423172956/C-2 Deci, E.L. (2017) Intrinsic Motivation and Self- Determination. Retrieved https://www.sciencedirect.com/science/article/abs/pii/B9780128093245056133 from Deci, E. L., & Ryan, R. M. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being Retrieved from https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf Fischer C, Malycha CP and Schafmann E (2019) The Influence of Intrinsic Motivation and Synergistic Extrinsic Motivators on Creativity and Innovation. Front. Psychol. 10:137. doi: 10.3389/fpsyg.2019.00137 https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00137/full Gersten,R, Fuchs,L.,Williams.,& Baker,S.(2001). Factors affecting reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279320.doi:10.3102/00346543071002279https://ijariie.com/AdminUploadPdf/Factors_Affecting_Re ading_Comprehension_among_Grade_5_Pupils_in_Poo_Elementary_School_ijariie18224.pdf Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology. http://dx.doi.org/10.1037/0022-0663.82.3.525. Hart, T.U. (2007). Factor affecting Reading comprehension importance. https://ijariie.com/AdminUploadPdf/Factors_Affecting_Reading_Comprehension_among_Grade _5_Pupils_in_Poo_Elementary_School_ijariie18224.pdf Influence of Extrinsic and Intrinsic Motivation on Pupils Academic Performance in Mathematics Onyekwere Nonye Adamma Department of Educational Psychology, Alvan Ikoku University of Education, Owerri Imo State, Nigeria, nonyeonyekere2013@gmail.com Okoro Pauline Ekwutosim Department of Educational Psychology, Federal College of Education Eha-Amufu, Enugu State, Nigeria, okoropauline1@gmail.com Eugene Chukwuemeka Unamba * Department of Primary Education Studies, Alvan Ikoku University of Education, Owerri Imo State, Nigeria, * corresponding author, unambaec@yahoo.com https://files.eric.ed.gov/fulltext/ED590932.pdf Marinak, B. A., & Gambrell, L. B. (2008). Intrinsic Motivation and Rewards: What Sustains Young Children's Engagement with Text? Literacy Research and Instruction. Retrieved from https://doi.org/10.1080/19388070701749546 McKee, L. G. (2012). Importance of Reading comprehension,. https://www.aces.edu/blog/topics/homefamily-urban/the-importance-of-readingcomprehension/https://ijariie.com/AdminUploadPdf/Factors_Affecting_Reading_Comprehensio n_among_Grade_5_Pupils_in_Poo_Elementary_School_ijariie18224.pdf Rahayu, D. (2013). The Use of Language Experience Approach in Teaching Reading for Young Learners. Retrieved from https://media.neliti.com/media/publications/192043-EN-the-use-oflanguage-experience-approach.pdf Sadeghi (2007). Factors Affecting ESL Reading https://core.ac.uk/download/pdf/267023575.pdf on https://uijrt.com/articles/v3/i9/UIJRTV3I90001.pdf Comprehension Retrieved at June 28, 2021. Taylor, M. (2000). The Language Experience Approach and Adult Learners. Retrieved from https://www.cal.org/caela/esl_resources/digests/LEA.html?fbclid=IwAR33tQ4dpSXLZa84ogkp M-S6Uw01F6taxZr5SxkpsAOoWDP1rxcWdd-LsZM Usher, A. (2012). What is motivation and why does it matter? Washington, D.C.: Center on Education Policy. Retrieved from https://files.eric.ed.gov/fulltext/ED532670.pdf
