Intrinsic motivators
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Running head: INTERNAL MOTIVATORS AND CLASSROOM BEHAVIOR
Comparing the Use of Extrinsic and Intrinsic Motivators in Classroom Discipline
Research Proposal
Betty Krygsheld
Seattle Pacific University
Edu 6975 Interpreting and Applying Educational Research I
Summer Online, 2006
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I. Purpose of the Study
A. The purpose of this study is to compare the use of an extrinsic reward system
to an intrinsic motivational system for classroom discipline, as well as examining
if either system is more effective with a specific gender or socioeconomic group.
B. Grade 4 students will exhibit fewer reported disciplinary problems when a
discipline system uses internal motivators rather than external motivators. The
correlation between fewer disciplinary problems and the use of intrinsic
motivators will be greater for the boys than the girls. There will be no correlation
between any specific socioeconomic group and the use of internal motivators for
discipline. There will be no correlation between any specific socioeconomic
group and the use of extrinsic motivators for discipline.
C. The reward/punishment system of discipline, which leans on Skinner’s ideas
on extrinsic motivation, is being debated. Some suggest that we are influencing
children to adopt a “we want what we want” attitude. Others suggest that
extrinsic motivators remove the focus from learning and put the focus on the
motivator. Using an action plan to test techniques based on internal motivation
such as Marvin Marshall’s “Raising Responsibility System” should give validity
to the use of internal motivation techniques in the classroom.
II. Previous research related to this study
A. This study is based on the study by Koestner, R., Ryan, R. M., Bernieri, F., &
Holt, K. (1984) called Setting limits on children's behavior: The differential
effects of controlling versus informational styles on children's intrinsic
motivation and creativity, and further study on promoting intrinsic motivation by
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994) called Facilitating
internalization: The self-determination theory perspective.
B. Ryan and Deci formed the Theory of Self –Determination. The study, Setting
limits on children's behavior: The differential effects of controlling versus
informational styles on children's intrinsic motivation and creativity is an attempt
to prove that theory by using a number of single subject investigations and
comparing the data. My study will attempt to test the Theory of SelfDeterminations through the use of intact classroom groups. By using intact
classrooms, the theory can be tested in light of the effect that a true classroom
environment will have on self –determination. Further, in the study Facilitating
internalization: The self-determination theory perspective the authors tried to
show that specific contextual supports led to greater integration of behavioral
regulation. Again this study used a number of single subjects. My study hopes to
use Marshall’s idea of “Responsibility-Raising” to provide contextual supports,
however the study will use an intact classroom to see if classroom dynamics will
causes the same effects as single subject studies.
C. This research is based on Deci and Ryan’s theory of Self- Determination. Deci
and Ryan suggest that people have an inherent need of autonomy, competence,
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and relatedness. Optimal function of a human depends on the extent to which
these needs are met. William Glasser also spoke of these inherent needs in his
Choice Theory. Glasser suggests that all humans have 5 basic needs: survival,
power, love, fun, and freedom. Further, he stated that no matter what teachers use
as an extrinsic motivator, some students will exert their need for power and
simply not learn if they do not agree with the reason for learning. (Glaser 1986)
The classroom management technique called the “Raising Responsibility System”
as described in Marvin Marshall’s book, Discipline Without Stress, Punishment,
or Rewards will be used as a context for providing the student’s inherent needs
within the classroom Marshall believes that directly teaching children about
levels of social behavior and the resulting relationships that each level of social
behavior brings is key to this system. That instruction, along with reflective
thinking by the children, will enable them to make good decisions about their
behavior without the use of external motivators.
III. Literature search:
Brophy, J.E. (1998). Motivating students to learn. Boston, MA: McGraw-Hill.
Cameron, J. & Pierce, W.D. (1994). Reinforcement, reward, and intrinsic motivation. A
Meta-analysis. Review of Educational Research, 64 (3), 363-423.
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization:
The self-determination theory perspective. Journal of Personality, 62, 119-142
Deci E.L., Koestne, R. & Ryan R.M. (1999). A Meta-analysis review of experiments
examining the effects of extrinsic rewards on intrinsic motivation. Psychological
Bulletin, 125 no.6, 627-668.
Deci, E.L. & Ryan, R.M. (1995). Intrinsic motivation and self-determination in human
Behavior. New York: Plenum.
Deci, E.L. & Ryan, R.M. (1994). Facilitating internalization: The self-determination
perspective. Journal of Personality, 62, 119-142.
Glasser, W. (1990). The quality school. New York: Harper Row.
Karsenti, T. and Thibert, G. (1996). With Motivation Scale for Elementary-School
Children: Refining the Extrinsic/Intrinsic Dichotomy. ERIC Publications
(ED397139), 16 p.
Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children's
behavior: The differential effects of controlling versus informational styles on
children's intrinsic motivation and creativity. Journal of Personality, 54, 233-248.
Marshall, M. (2000). Discipline without stress, punishment, or rewards. Piper Press.
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Psychology dictionary. 2006 Retrieved August 17. 2006 from
allpsych.com/dictionary/dictionary2.html .
Ryan R.M. & Deci E.L. (2000). Intrinsic and extrinsic motivation: Classic definitions
and new directions. Contemporary Educational Psychology, 25, 54-67.
Ryan R.M. & Deci E.L. (2000). Self –determination theory and facilitation of intrinsic
motivation, social development, and well being. American Psychologist, 5 (1).
68-78.
Simons J., DeWitte S. & Lens W. (2000). Wanting to have vs wanting to be: the effect of
perceived instrumentality on goal orientation. British Journal of Psychology,
91 (3), 335-351.
Vansteenkiste, M. Simon, J., Lens, W., Soenens, B., Matos, L., Lacante, M. (2004).
Less is sometimes more: Goal content matters. Journal of Educational
Psychology, 96 (4), 755-764.
White R. W. (1959). Motivation reconsidered. Psychological Review. 66. 297-333.
IV Sampling
A. The population being studied is upper primary grade students enrolled
in Christian Schools International (CSI) schools in Washington State.
B.CSI schools in Washington State have an ethnic mix of 90.2% white, 4.4%
Asian/Pacific Islander, 2.5% Hispanic, 2.1% Black, and .2% American Indian.
Males make up 51.6 % of the population while 48.4 % is female. There are 17
CSI schools in Washington with a total population of 3361 students.
C. I will use convenience sampling for this study. I will select four of the larger
CSI Schools. ---Each school must have a large enough population so that the
grade level can be divided into two or more sections with at least twenty students
in each section. Using eight teachers, one pair from each school, I will randomly
choose one teacher from each pair to use system 1,which emphasizes external
motivations as outlined in the Monroe Christian School teacher handbook for
grades 3-5, and one teacher to use system 2, which emphasizes internal
motivation as outlined by Marvin Marshall in his “Raising Responsibility
System.” This will be a two-year study. In an effort to control the variable of
teaching style, at the end of the first year, each teaching pair will trade behavior
systems. Because convenience sampling is used, the results will not be widely
generalizable, however since measures were taken to control variables, the results
should be conclusive enough to initiate a more random study at a later date.
D. The sampling units will be intact classes.
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E. Students from eight different classrooms will be studied. Two fourth grade
classrooms will be used from each of the target schools. The number of students
will be 228 the first year and 224 the second year, to tallying 352 student in all.
This number reflects eight classrooms of 28 students on average. Since this is a
two-year study, we will in essence be studying sixteen classrooms with and
average of 28 students in each. A sixteen-classroom sample should be a large
enough sampling to provide input on a comparative research study.
F. Stratified sampling will be used. Only grade four students from the chosen
schools will be used. Those students will be randomly divided into grade level
sections of 28 students per section.
G. This study involves no risk to the student, however arbitrary numbers to
preserve confidentiality will identify students in the data. No permanent records
of student names will be kept.
V. Variables
A. The dependent variable in this study is discipline interruptions. A discipline
interruption can be defined as the student’s decisions to ignore classroom
procedure, thus leading to one-on-one teacher intervention.
B. The independent variable in this study is the system of behavior management
used for each class. Gender and socioeconomic status will also be independent
variables. Data will be interpreted by tallying number of students who show
discipline interruptions. Further that data will be broken down to indicate gender
and socioeconomic group.
C. Some confounding variables exist. I will attempt to control the teaching style
variable by having a two-year study in which the teacher pairs switch systems
after 1 year. I will attempt to control the school atmosphere variable by using
more than one school. Training on the use of the “Raising-Responsibility system”
and the use of the discipline system used in Monroe Christian School will be
provided to ensure consistent laboratory conditions. Individual class personality
is yet another confounding variable. Since data will come from 16 different
classes, this variable should be controlled. Teacher perception of what constitutes
a discipline problem will vary from teacher to teacher. Having a two-year study
in which the teacher pairs switch systems after 1 year however, will control this.
VI. Instruments/Measures
A. The Motivational Scale for Elementary-School Children will be administered
at the beginning of the school year and again at the end of the school year in each
of the sample classrooms. This measure will assess whether internal or external
motivators motivate the student’s behavior.
Behavior interruptions will be measured using a tally system. Since each teacher
will be trained on the used of tallies to mark behavior interruptions, researchers
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should be able to ascertain if there are more behavior interruptions in one system
as compared to the other.
B. The Motivation Scale for Elementary-School Children measures the extent to
which the child’s behavior is extrinsic or intrinsic motivated. Using the scale as a
pretest will give a baseline for how the students function prior to treatment.
Using it as a posttest will give researcher insight as to whether the student has
moved toward one style of motivation during the year. If a difference in behavior
interruptions is noted in one management style as compared to the other,
information from the pre and posttest of the scale should be able to speak to
causation.
The Behavior Interruption Tally simply records the number of times a teacher has
to meet one-on-one with students who choose to make decisions that do not
follow classroom procedures.
C. Content related validity for the Motivation Scale for Elementary-School
Children (ESMS) was assessed by asking two professors and four graduate
students of social psychology and education and four elementary school teachers
to review the items. The content was judged to be valid. Construct validity of the
ESMS appears to be high. The data obtained by using the scale replicated the
results obtained with similar scales for high school and junior high students.
Internal structure was also assessed and the scale was found to be valid. Closely
related types of motivations show a more positive correlation, while unrelated
concepts such as amotivation and intrinsic motivation exhibit a negative
correlation (Karsenti and Thibert 1996)
The ESMS appears to be reliable based on the replication of results obtained with
similar scales.
The Behavior Interruption tally should prove valid and reliable, since the same
teachers will be using the same scale on while using different behavior
management systems in subsequent years.
VII. Research Design
A. This study will be an experimental study. It will use a randomized factorial
design.
B. The most serious threat to internal validity of this study is selection. Using the
ESMS as a pretest should shed light as to any significant differences between the
groups. Because the study will be carried on in several different classrooms
simultaneously, and the data will be combined, this threat should be minimized.
C. Generalizability of the results will be limited to private Christian schools in
the state of Washington since the population is similar to the study sample. The
nature of the tool, behavior interruptions tally, will only be valid if the sample
teachers take part in and follow training suggestions for use of the tool.
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D. Operational Definitions
Internal motivation-- doing something because it is inherently interesting
or enjoyable. The results of doing the action result in no external rewards
or punishment. (Psychology dictionary 2006)
External motivation—taking part in an action in which the primary focus
is to obtain external rewards or avoid punishment. (Psychology dictionary
2006)
Raising Responsibility system—A method of behavior management in
which students are instructed on social levels of behavior, and that
instruction, along with reflective thinking by the children, will enable
them to make good decisions about their behavior without the use of
external motivators. (Marshall 2000)
Monroe Christian School behavior system--. A method of behavior
management based on external motivation. When one-on-one intervention
with a student is needed his name is check marked. After three
checkmarks, he receives a detention.
Behavior disruption—This term has no specific definition. Scholars such
as Skinner and Glasser have wrestled with operational definitions, leading
Glasser to comment that the determination of what constitutes maladaptive
behavior remains problematic. (Glasser 1990). For this study it will be
operationally defined as the student’s consistent decisions to ignore
classroom procedure thus leading to one-on-one teacher intervention.
(This then excludes normal classroom reminders to ‘raise you hand’ etc.)
This includes intervention by other teachers in the school as well as the
principal. This definition will vary from teacher to teacher, but the
variable will be controlled since this is a two-year study, and each teacher
will use both behavior systems.
Behavior interruption tally--- The teacher marks down student name each
time the student’s decisions to ignore class room procedure leads to oneon-one teacher intervention. This includes intervention by other teachers
in the school as well as the principal.
E. Treatments -- In each school the teachers of the sample classrooms will work
in pairs. Classroom A in each school will follow a behavior managements system
based on the “Raising Responsibility” system. Classroom B will follow the
behavior system spelled out in the Monroe Christian School teacher handbook for
grades 3-5.
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