ACKNOWLEDGEMENTS

METHODOLOGY …………………………………………………….. 21 RESULTS ………………………………………………………………. 26 38 45
5 DISCUSSION ………………………………………………………….. REFERENCES ………………………………………………………………….
APPENDIX: CHILDREN'S MOTIVATION ………………………………….. 50 VITA …………………………………………………………………………….. 54
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ABSTRACT The purpose of this study was to examine the relationship between classroom motivation and academic achievement in first and third graders. The subjects included 122 first grade children and 129 third grade children from a mid-sized, southern city. The total sample was comprised of 251 children, 59% non-white and 57% female. The findings from the current study were consistent with the literature reviewed in that higher levels of mastery motivation and judgment motivation were found to be related to higher grades in third graders. It is important to note, however, that only higher levels of mastery motivation, not judgment motivation, were found to be related to higher grades in first graders.
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CHAPTER 1 INTRODUCTION Rationale for the Study There has been a national concern for the United States' educational position and rank when compared to other powerful countries in our world. Concern for our Nation's dropout rate and the prevalence of standardized testing in public, private, and parochial schools as well as suggestions and considerations for a longer school year all demonstrate the reality of this situation. Over 10 years ago, Gottfried (1990) stated that the impact of motivation on children's education certainly could not be more critical as professionals and the public are concerned about declining test scores and escalating drop-out rates. Intelligence is not the only determinant of academic achievement. High motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student success (Kushman, Sieber, & Harold, 2000). Development of academic intrinsic motivation in young children is an important goal for educators because of its inherent importance for future motivation, as well as for children's effective school functioning (Gottfried, 1990). The purpose of this study is to investigate whether young children who are characterized as intrinsically motivated are better academic achievers than young children who are characterized as extrinsically motivated. Previous research characterized motivation as being biologically driven in order to satisfy personal needs. White (1959), Harter (1981), and Deci and Ryan (1985) have stipulated that while physiological drives play a role, the bulk of behavior initiation rests

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