Intrinsic and Extrinsic Motivation: Influence on the Creativity of Children's Poetry Writing

<p>This study tested the hypothesis that creativity in children's writing will be significantly higher (p< .05) when, prior to writing a poem, children are presented a socially-induced intrinsic motivational orientation than when presented an extrinsic motivational orientation. Eighty sixth grade students were assigned to either a control group, intrinsic motivation group, or extrinsic motivation group. After writing the initial poem, students in the intrinsic orientation condition rank-ordered a 7-item intrinsic reasons for writing questionnaire before writing a second poem. The students in the extrinsic orientation rank-ordered extrinsic reasons for writing. A questionnaire was not given to those in the control condition. There were no significant differences in the creativity of the second poems after the experimental manipulations. The level of significance for individual paired-comparisons and also between group paired-comparisons of the pre- and posttest poems was p>.05. The implications of intrinsic and extrinsic orientations upon children's creativity are discussed.</p>

Name thesis:degree_name

Specialist in Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teacher Education

Year

1987

Author dc:creator

• Hayes, Violet Rich

Contributors dc:contributor

• Dr. Harold L. Whitman
• Dr. Anita B. Whitman
• Dr. Dorothy F. Sutherland

• Children's Writing
• Poetry
• Motivational Orientation
• Sixth Grade
• Poem
• Curriculum and Instruction
• Education
• Educational Assessment, Evaluation, and Research

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/608

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1607