Student Engagement

Extrinsic Sources of Motivation

In an attempt to increase students’ motivation, many schools and programs draw upon outside sources, which are associated with extrinsic motivation (Becknel et al., 2017; Cambria & Guthrie, 2010). Two common extrinsic motivational tactics used by reading programs as “sticks” and “carrots” (Lundstrom, 2005).

• Programs utilizing a “carrot” approach attempt to motivate students by incentivizing them with prizes for their reading (Lundstrom, 2005). While some believe this tactic can have a positive effect on students’ motivation and reading attitudes, using a “carrot” approach to motivate students can also result in negative consequences (Becknel et al., 2017). Some researchers have found when students are given the opportunity to read for prizes they often select easy books to read quickly without focusing on comprehension (Lundstrom, 2005).
• On the other hand, “sticks” refer to required reading and reading-related activities (Lundstrom, 2005). For example, some schools have required students to turn in book reports over the summer (Lundstrom, 2005). However, this practice does not appear to be effective, as students rarely turn in such reports, and unintended consequences can arise. Specifically, if students are required to engage in reading that is too difficult, which can decrease their motivation for read for pleasure (Lundstrom, 2005). Children, like adults, do not generally enjoy reading texts which they find difficult or uninteresting.

Intrinsic Sources of Motivation

Intrinsic motivation differs from extrinsic motivation because this type comes from within, as opposed to an outside source (Cambria & Guthrie, 2010).

• Intrinsic motivation in the context of reading can be described as “the enjoyment and fulfillment in reading” (Cambria & Guthrie, 2010, p. 17).
• Students who are intrinsically motivated choose to read for their own personal enjoyment, or other internal motivators, as opposed to reading to earn a prize or a good grade (Cambria & Guthrie, 2010).
• Cambria and Guthrie (2010) believe one of the major goals in schools should be to foster this form of motivation, which is more likely to increase student achievement in the long run compared to extrinsic rewards.
• One way to increase students' motivation in reading is to allow them to make choices about what they are reading (Gambrell, 2011). According to Gambrell (2011), “...students who are allowed to choose their own reading materials are more motivated to read, expend more effort, and gain better understanding of the text” (p. 175).
• Students are also more motivated when they have a wider variety of reading materials from which to select (Gambrell, 2011). This means providing students with a variety of materials such as books, magazines, and online resources; as well as having different genres available (Gambrell, 2011).
• Studies have also shown that providing students with opportunities to engage in social interactions about their reading also increases motivation (Gambrell, 2011). This includes talking and writing about the text, and even sharing or borrowing books (Gambrell, 2011). Social interaction has the potential to increase motivation by triggering curiosity, boosting confidence in one’s own reading abilities, and improving reading comprehension (Gambrell, 2011).