Students generally display less motivation to work in school as they move through the middle school years. Previous research indicates that Montessori schools encourage intrinsic motivation by supporting students’ interests and maintaining an appropriate level of challenge in student centered classrooms. In this study, students from three Montessori middle schools participated in focus groups about student experiences of intrinsic motivation. The study focused on the aspects of a Montessori middle school environment that contribute to these experiences. The data were analyzed using an interpretive phenomenological analysis (IPA). Students reported more experiences of intrinsic motivation when they had a positive relationship with their teacher, had choice in assignments and working style, and when the students perceived their experiences as contributing to their sense of self-worth. The study also suggests that adolescents might experience flow differently than adults due to their developmental drive to be social. The findings suggest how Montessori and non-Montessori educators might promote student experiences that enhance intrinsic motivation.
|Commitee:||Mitten, Denise, Sutton, Ann|
|School Location:||United States -- Arizona|
|Source:||MAI 55/04M(E), Masters Abstracts International|
|Keywords:||Adolescent education, Flow, Intrinsic motivation, Middle school environment, Montessori, Student centered|
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