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Students’ and teacher’s perceptions about their own motivation type and how

this impacts on students’ engagement. A qualitative case study

Ms Sitwat Saeed Faculty of Education, Monash University

ssae10@student.monash.edu

Abstract

Generally motivation is seen as something that keeps us moving and helps us complete a task (Pintrich & Schunk, 2000). Literature has divided it into two types; in intrinsic motivation one does something because it is inherently interesting or enjoyable, and it results in high quality learning and creativity, whereas, in extrinsic motivation one does some task or activity because it leads to a separate and independent outcome (Ryan & Deci, 2000). Together with motivation, engagement is viewed in the literature as very important for the enhanced learning outcomes of students. Russell et al. (2005) differentiate motivation from engagement and state that motivation is the force, the reason behind doing a certain task, however, engagement is that force in motion. Teaching the middle years at primary level has been under researched and recent reviews have found this teaching to be not satisfactory (Arnold, 2000). Hence this study has explored motivation and engagement in middle school students at the upper primary level. The aims of this study were to analyze students’ and teacher’s perceptions of their motivation type and how these intersect/influence each other and its impact on the student engagement. This research seeks to understand which type of motivation - intrinsic/extrinsic – is more closely aligned to authentic student engagement. In order to get detailed information about motivation and engagement I planned to conduct a qualitative case study therefore, purposive sampling strategy was used for the research and the data was collected from one composite class of grade five and six students and its teacher. In this research study, I explored the relationship between motivation and engagement and how teacher’s and students’ motivation may influence student engagement in their learning activities. Additionally, this research has analyzed the opinions and views about how students want to be motivated and the teacher’s opinions and views about how he/she motivates his/her students to enhance their learning outcomes. The research methods that I used in the study was a survey to collect data from both students and their teacher; focus group interviews of students and an in-depth semi structured interview of teacher was conducted to get detailed information. The data from the survey, focus groups and interview was used to examine the relationship between motivation and engagement. The research findings were reported in a form of narrative discussion through a detailed summary of the findings of research. The broad themes were discussed in the light of taxonomy of human motivation proposed in the self-determination theory (Ryan & Deci, 2000) and Schlechty’s framework (2002) of five types of student engagement. However, this paper will report only on the findings of the data from students’ and teacher’s survey and students’ focus group interview.

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Introduction

The word motivation is derived from a Latin word ‘movere’ which means to move (Pintrich & Schunk, 2000). Early motivation theorists linked motivation with instincts, traits, volition and will. Behaviorists (Pavlov, Skinner and Thorndike) viewed it as an increased response to stimuli as a result of reinforcement, while Cognitivists (Piaget and Vygotsky) believed that individual’s thoughts, beliefs and emotions influence motivation (see Pintrich & Schunk, 2000). Social learning theorists (Bandura) viewed motivation as goal directed activity that is related to “feelings of personal effectiveness” (Krause, Bochner & Duchesne, 2006, p. 265) whereas, humanistic theorists (Maslow) linked motivation with educational achievement of students as well as their wellbeing and welfare by meeting their basic needs (Krause et al., 2006). Together with motivation, engagement is viewed in the literature as very important for the enhanced learning outcomes of students. Today, motivation is seen as a pre-requisite and a necessary element for student engagement in learning (Schlechty, 2000; Woolfolk & Margetts, 2007). In intrinsic motivation a student participates in a task for its own sake without any compulsion or reward and feels satisfaction and interest in learning, whereas, an extrinsically motivated student participates in a particular activity for some external reason like reward, position, gift, praise or any specific advantage (Alderman, 2004). Fredricks, Blumenfeld and Paris (2004), Newman (1996), Schlechty (2000) and Zyngier (2008) have pointed out the need of doing more research on student engagement and its connection to motivation. Therefore, I have chosen this area and plan to do a case study in one composite class of grade five and six students and their teacher. The focus of this research study is to understand which type of motivation in upper primary year students is related to high levels of student engagement. Motivation and engagement are very important in the learning environment and students who are motivated and engaged are connected and committed to the learning activities (Schlechty, 2000; Woolfolk & Margetts, 2007). Russell, Ainley and Frydenberg (2005) hold that for higher learning outcomes students are required to engage authentically (Schlechty, 2000) in their learning. This study is significant as it will explore the relationship between student motivation and engagement, and the influence of teacher’s motivation style on student engagement in middle years, as in Australia teaching the middle years at primary level has been under researched and recent reviews have found this teaching to be not satisfactory (Arnold, 2000). Hence this study will explore motivation and engagement in middle school students at the upper primary level.

Purpose statement and research questions

This study was designed to see the students’ and teacher’s perceptions about their own motivation type and through their intersection/influence how student engagement is impacted. This research seeks which type of motivation - intrinsic/extrinsic – is more aligned and related to high levels of student engagement. The research questions are:

1. What are the student’s perceptions of their preferred motivation type?

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2. What is the teacher’s perception of her preferred motivation type of teaching

for students?

3. What is the impact of students’ and teacher’s perceptions of their own motivation type on the students’ engagement?

Motivation

According to McInerney and McInerney (2006, p.207) “motivation is an internal state that instigates, directs and maintains behavior”. Ryan and Deci (2000) state that “to be motivated means to be moved to do something” (p.54). Motivation is a very important factor in students’ academic achievement. It helps students and teachers’ in achieving desired learning outcomes as McInerney and McInerney (2006) believe that motivated students are active and their attention is focused on task. Most of the researchers classify motivation as either intrinsic or extrinsic. It means that often there are two main reasons for students to learn that is either “for the sake of learning or as a means to some other end” (Corpus, McClintic-Gilbert & Hayenga, 2009, p.154).

In intrinsic motivation an individual does an activity which he/she enjoys or get pleasure from it (Brophy, 2004). Ryan and Deci (2000) support the same view that in intrinsic motivation one does something because it is inherently interesting or enjoyable, and it results in high quality learning and creativity. Many research studies demonstrated that there is a positive correlation between intrinsic motivation and academic achievement (Lepper, Corpus & Iyenger, 2005; Kohn, 1999). Whereas, extrinsic motivation refers to doing some task or activity because it leads to a separate and independent outcome (Ryan & Deci, 2000) like reward or praise as compared to intrinsic motivation in which a person does not look for any benefit. According to Pintrich and Schunk (2002) in extrinsic motivation a person engages in an activity as a means to an end and does a task for reward, praise or some other benefit. Marsh (2000) believes it is evident that intrinsic and extrinsic motivations are both used in classrooms to enhance learning outcomes for students.

Self Determination Theory

Ryan and Deci have done a great deal of work in intrinsic and extrinsic motivation. They proposed a self determination theory (2000) of intrinsic and extrinsic motivation premised on the basic needs of autonomy, relatedness and competency, and how they support intrinsic motivation. Self determination theory proposes that some types of extrinsic motivations are weak, whereas, some are ‘active and agentic states’ (p.55). They describe different forms of extrinsic motivation as a continuum starting from amotivation (not motivated); to external regulation (task done to satisfy external demand); introjected regulation (task done for ego enhancement); identification (valuing a task) and integrated regulation (fully transform regulation into our self and become self motivated). Intrinsic motivation is at the end of the continuum

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Figure 1 Taxonomy of Human Motivation (Ryan & Deci, 2000, p.61)

Achievement Goal Theory

According to the achievement goal framework there are different reasons for an individual for engaging or not in a task and these reasons are called goals (Urdan & Turner, 2005). Researchers have classified them into the following two types of goal orientations. In mastery goal orientations student’s focus is on learning and mastery of the task and related to different adaptive outcomes such as, high efficacy, interest, task value, positive effect, effort and persistence and use of cognitive and meta cognitive strategies. Whereas, in performance goal orientation students concern is for their ability and performance relative to others and focus on doing better than others (Pintrich, 2000). Woolfolk and Margetts (2007) make a connection between different types of motivation and different goal orientations. They argue that “there is a similarity between intrinsic and extrinsic motivation and mastery versus performance goal orientations. Mastery oriented students tend to be motivated by intrinsic factors whereas, performance oriented students tend to respond to extrinsic motivation” (p.384).

Motivation and Engagement

Newmann defined student engagement as “student’s psychological investment in and effort directed towards learning, understanding or mastery of the knowledge” (1992, p.12). Therefore, engagement is being fully immersed in a learning activity and accomplishing it to the very best of their abilities. To assess student motivation we have to examine engagement in learning as Blumenfeld, Kempler and Krajcik (2006) argue that motivation alone is not enough for academic achievement. Russell et al. (2005) differentiate motivation from engagement and state that motivation is the force, the reason behind doing a certain task, however, engagement is that force in motion. Schlechty (2002) described five different categories of engagement which are a continuum and that are seen particularly in students they are: authentic, student does

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the task that has clear meaning and value to students; Ritual, the task has no internal value but has extrinsic outcomes; Passive compliance, task is done to avoid negative consequences; Retreatism, student is disengaged from the task but do not disrupt others and do not try to substitute other activities for assigned task and Rebellion, where the student refuses to do a task and disrupts others. Schlechty (2000) sees authentic engagement as active, it requires one to be committed to the task and find inherent value in it. The authentic engaged student does the task with enthusiasm and diligence.

Conceptual framework of motivation and engagement

Figure 2: Linking Motivation and Engagement from an idea proposed by Zyngier 2010 To see the relationship between motivation and engagement I refer to Deci and Ryan’s self determination theory (2000) for motivation and to Schlechty (2002) for engagement. These two frameworks are not equivalent but they do run parallel. As student who is amotivated is also rebellious and student who is intrinsically motivated is very close to authentic engagement. Whereas, the four types of extrinsic motivation; external regulation, introjection, identification and integration are exhibited in the retreatism, passive compliance and ritual forms of engagement. I am going to assess the viability of this framework in my study.

Teachers’ role in students’ motivation and engagement

Schlechty (2000) stresses that schools and teachers must provide quality work to students in order to engage them authentically in learning. Schlechty emphasizes that the schools should provide engaging work. Similarly, Reeve (2006) thinks that

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student engagement is, in part, dependent on the supportive environment of the class and one important element in the supportive quality of the class room is the motivating style of the teacher. Zyngier (2008) has made a similar point that the main task of teachers is to design engaging activities for students; therefore, the role of teachers is as of designers and implementers of quality work that authentically or productively engage students.

Research Methodology

Drawing on the qualitative research approach, the current research method favors case study. I am doing an instrumental case study as I am interested in getting the students’ and teachers’ perceptions about intrinsic and extrinsic motivation and engagement in enhancing the academic achievement as Stake (2000) defines in instrumental case study a specific case is examined mainly to provide insight into an issue and the case is of secondary interest, it facilitates our understanding of something else. I want to get in depth information from the students and teachers therefore; I have chosen one class as a case study. I am using purposive sampling in which the researcher’s concern is to intentionally select cases of interest that will provide almost all information regarding the research questions (Kemper, Stringfield & Teddlie, 2003). My research participants include students of one composite class of grade five and six from a suburban co-education state primary school of Melbourne and their teacher. The study was conducted by using a range of data collection methods. Firstly I administered Patterns of Adaptive Learning Scales (Midgley et al., 2000) survey in modified form to students and teacher to see their perceptions about their motivation type. Secondly, as part of the case study data collection I also conducted focus group interviews of students however, I selected cases of interest of approximately 10 students and transcribed and analyzed their interviews. The results of PALS survey determined the cases of interest and I selected students of different motivation (intrinsic/extrinsic) type. Finally, along with a survey I conducted an in depth, individual and semi structured interview with the teacher. The data analysis, from focus groups and interview was audio taped and transcribed and then I did preliminary exploratory analysis, which consists of exploring the data to get a general sense of data. Then the data coding was done by labeling text to form broad themes for detailed data analysis (Creswell, 2008). The broad themes were discussed in the light of taxonomy of human motivation proposed in the self-determination theory (Ryan & Deci, 2000) and Schlechty’s framework (2002) of five types of student engagement. The data findings were reported in a form of narrative discussion through a detailed summary of the findings of research (Creswell, 2008).

Data Findings

Teacher’s Survey Findings According to the teacher’s responses on the survey it showed that teacher is clearly intrinsically motivating her students. As she strongly agreed with the statements that states that she allows her students to make mistakes while learning. Ms Catherine emphasizes students to understand the school work. She strongly agrees with making the learning fun for the students. She indicated on survey that she gives

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choices to her students in learning activities and she gave different assignments to students matched with their needs and competencies. She also mentioned that she encourages her students to ask her questions and she plans group activities for them. Mrs Catherine’s responses showed that she was not extrinsically motivating her students at all. She strongly disagreed that she encourages her students to compete each other academically or compare their performance to other students. The teacher showed that she disagree with the statements that indicate that she emphasizes high grades in class and the importance of getting high test scores. Moreover, she disagreed that she displays the work of highest achieving students in class and she do not point out good performing students in class however, in one place she mentioned that she “somewhat agree” with the statement that shows that she point out students in class who get good grades. Students’ Survey Findings I analyzed the survey qualitatively by assessing the responses that the students selected from the given options. Majority of the students in the class especially girls were intrinsically motivated. As compare to girls boys have both types of motivation which they showed in their surveys. Only two boy students were extrinsically motivated whereas, girls did not show exclusively extrinsic motivation at all. Extrinsically motivated students

Being exclusively extrinsically motivated was only manifested in the responses of two boy students. Both students were in grade 5. According to one student it is not important for him to learn new concepts/skills this year but he did show the importance of understanding the class work. He also indicates that he did not enjoy his class work and he did not want to get better at it and he did not even want to put effort in it. He also showed that he seeks and offer help to others in need and want to do group work. Nevertheless, his responses were more towards extrinsic motivation like he wants to get high scores in test and wants to get approval from parents and teachers. However, he did not show that he seeks approval from his friends. His survey responses showed that he had extrinsic regulation and introjected regulation in him and these forms of regulations are external, hence this shows that he is extrinsically motivated student. He viewed teacher as both intrinsically and extrinsically motivating them with especially intrinsic motivation is the main motivating strategy she uses to motivate her students. The other student who was extrinsically motivated was also grade 5 student. He indicated that he do not want to learn new concepts in class this year but likes to do difficult work and still likes his class work even when he made mistakes in it. He also showed that he asks for help in need and also offer help to others and enjoys doing group work. However, his responses showed that he was more towards extrinsic motivation as he indicates that he wants to get good grades/scores in class as compare to other students. He also wants to please his parents and teacher with his good performance and wants to have good students image among his class mates. His responses showed that he had introjected regulation and identified regulation. He showed that his teacher is intrinsically motivating them.

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Intrinsically motivated students

Seven girls (4 of grade 6 and 3 of grade 5) were intrinsically motivated. All the girls showed that they were interested and enjoy their class work and want to learn new skills/concepts in the class room and do difficult work and enjoy even if they made mistakes in it. However, some of them do indicate that they want to get good marks in exam and feel good when rewarded. Girls’ responses showed that some of them have integrated regulation while some were purely intrinsically motivated. All the girls except one mentioned their teacher as intrinsically motivating them. Among boys 4 (2 of grade 5 and 2 of grade 6) students’ responses showed that they were somewhat intrinsically motivated. Boys were less clearly intrinsically motivated as compare to girls however; their majority responses were towards intrinsic motivation therefore, I discuss them here. They all like group work and help each other and want to learn new things in class and master them. However, they do show that they want to get good grades in class. All of them mentioned that they somewhat enjoy and take interest in their class work. The boys’ responses showed that they have identified regulation and integrated regulation in them but none of them was purely intrinsically motivated. All students viewed their teacher as more intrinsically motivating them as compare to extrinsically motivating. Intrinsically and extrinsically motivated students

Some students were both intrinsically and extrinsically motivated. Among boys 5 (2 of grade 6 and 3 of grade 5) students had both types of motivation. They all want to learn new skills/concepts in the class room and enjoy doing challenging class work. Moreover, all of them showed that they ask for help in need, offer support to their class mates and enjoy doing group activities. However, on the contrary they also want to have good marks and grades in class as compare to other students. They want to please their parents and teacher with their good result and desire to be viewed as brilliant students in the class room among their friends. The responses of these students showed that they have introjected regulation, identified regulation and integrated regulation. They all enjoy their learning but on the other hand viewed it as a means of getting external benefits and social approval from significant others in their lives. Their survey responses could be equally divided into intrinsically and extrinsically motivating items. Except one student all the other students think that their teacher is intrinsically motivating them. Only 3 girls (2 of grade 5 and one of grade 6) showed both intrinsic and extrinsic motivations in their learning. All of them wanted to learn and master new things. They all enjoy doing challenging class work and took interest in it even when they were making mistakes in it. They also enjoy working with and helping other students in class room and also ask for help if they need. Nevertheless, likewise boys they also wanted to get good scores and grades in class. Girls were also seeking parental and teacher approval and want to perform better than their class mates. Girls’ responses showed that similarly like boys they have introjected regulation, identified regulation and integrated regulation. They have both types of motivation so it is difficult to say that they were more towards intrinsic motivation or extrinsic motivation. Two girls believe that their teacher is intrinsically motivating them, whereas, one girl viewed her teacher as both intrinsically and extrinsically motivating them.

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Student Focus Group Findings Data from the students’ focus group was categorized into the following themes which showed the type of engagement students have.

Relationship with the teacher

Majority of the students in this study revealed that they have good relations with their teacher as they viewed their teacher as “okay, nice and helping”. When I asked the students about their relations with their teacher students who showed identified regulation and integrated regulation in their survey and were authentically engaged said;

“Yes, because when we do work she makes exciting for us” (Tony)

“Yes, because if we’re not feeling happy about the work, she tells jokes about the work and she tells us how it’s really exciting and really good for us and she does things differently. Like instead of doing worksheets we do booklets or projects” (Eccle)

However, extrinsically motivated student David who is ritually engaged told;

“I do sometimes [have good relationship with teacher] but I don’t when I do something bad and she gets angry at me”

Whereas, Andrew who is also extrinsically motivated and ritually engaged reported that he has good relations with his teacher because she makes him laugh and “she’s cool”. However, students both boys and girls having both types of motivation and different forms of engagement have different views about their relationship with their teacher. Huss, Harry and Lily said that they have good relations with their teacher on the other hand, Charlotte who is retreatist, revealed that at first she hated her teacher but now she is getting to know her. She told that she thought that her teacher hated her because of her excessive talking to her friend but now it is getting better.

Relationships with the peers

All the students in the class have mostly good relations with each other and they have given different reasons for their good relationships with each other. Some of them especially extrinsically motivated and ritually engaged students explained that their friends were good because of the games and fun they make together. Yes. I have good relations with my classmates because we usually go and play soccer square………(David) Nevertheless, some students who were intrinsically motivated and authentically engaged too, reported not only the advantage of having good friends for play but also it was beneficial for their learning. Eccles explained that he has good relations with all of his classmates because they play at lunch time and in class they do different “projects together”. Girls were more comfortable and happy in their own circle of friends. As Laurel and Carol reported that they were happy with their own friends who were all girls. They

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do not get along with boys as they were “annoying” and disturb them. Students having both types of motivation and different types of engagement have different views but most students mentioned having good relations with each other. Importance of class/home work for students

Despite having different types of motivation and engagement all the students except one in the class realized the importance of class work and home work for them either for the sake of learning or for its benefit in their future career. For intrinsically motivated and authentically engaged students class work and home work was very significant, they reported;

Yes because it helps you for the future for your work and you can learn new stuff. (Laurel)

Because I want to get somewhere in my life, so I want to learn what I can in school so I can use it for my future. (Tony)

Extrinsically motivated and ritually engaged students explained the importance of class work and home work as a pre requisite for getting a good job. Andrew said that it was important because in the future we can use the work we learn. Likewise, the extrinsically motivated and ritually engaged students, students having both types of motivation showed ritual engagement in their responses. Harris explained that class/home work was important because when he will grow up and have some sort of problem in real life then the work done as his class work and home work would help him to solve that particular problem. Lily had the same opinion that the things learn during her class/home work would help her during her job.

On the contrary, Charlotte (intrinsically motivated in survey) showed rebellious engagement and said,

I don’t think that homework is important because we do enough of it in class and I don’t like work. I don’t like doing work because it’s boring and it makes you think.

Importance of getting good marks and grades

For most of the students good marks and grades were important because they help in building up their profile and help them in getting good job. Intrinsically motivated girl student showed ritual engagement in their responses they reported;

It’s important because you can get a job (Laurel)

On the contrary, intrinsically motivated boys showed authentic engagement.

I don’t think it’s that important because if I don’t get good marks, I’ll just try again and keep on trying until I’m proud of myself. (Tony)

Eccles explained that he really don’t worry “because I still get rewarded for trying”. Furthermore, he said that he don’t want to “show off” in the class. Lily, like her responses on the survey having both types of motivation reported,

I think it’s in the middle but I’ll be proud of myself, but if I get one wrong I will keep trying and trying and I will get it right.

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Charlotte and Harris both viewed the good marks and high grades as a means of getting good job with high salary. David, who was extrinsically motivated showed ritual engagement and viewed them as a means of getting good job, whereas, Andrew who was also extrinsically motivated showed authentic engagement and reported “good because you’re learning”.

Students’ participation in learning activities and group work Majority of the students in the class room participated in the learning activities and nearly all reported that they liked group work. Intrinsically motivated and authentically engaged students Tony and Eccles reported that they liked to participate in all the class room activities.

Everything, all of them. Whatever activities we do. (Tony)

Extrinsically motivated and ritually engaged students reported that they did not always participate in class room activities. Both David and Andrew said that they did not want to participate in reading activities.

Yes I like to do group work because you get a lot of help from your group. (David)

Students having both forms of motivation and different types of engagement also reported that they like to participate in class room and liked group work. Lily’s response showed her authentic engagement as she said,

Yes. I like to try all of them and what the teacher brings us, different stuff every single day.

Charlotte’s response showed her rebellious engagement as she said that; “I don’t want to participate in math, literacy, ICT, class work, homework or any worksheets or stuff like that”.

Choices students want to make in class

Intrinsically motivated students like Tony, Eccles and Carol’s responses showed their authentic engagement in their work. Tony explained that the choice he wanted to make was to finish his work because sometimes he distracted other students and sometimes other students distracted him while doing his work.

I would make a good choice of doing my work, finishing all my work. (Tony)

Eccles reported that he was happy with whatever activities teacher planned for them “because she makes work interesting for us”.

Extrinsically motivated students David and Andrew both liked to have more sports and games activities.

Games, sports. For sports I just want more time and games, I just want fun one. (Andrew)

Students having both types of motivation liked to make different choices in their school work. Harris reported that he would like to have more history related activities. Harry did not want to make any specific change in the class room

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activities; however, he would like to complete his work on time. Lily reported that she was not sure about the choices she wanted to make but probably she would like to have more arts and athletics activities.

Students’ views about external incentives

Students have different views about the use of external incentives by their teacher and parents. Intrinsically motivated and authentically engaged student Tony said that he did not want any reward for his work.

I don’t care. Just as long as I do it I don’t mind how, if I get rewarded or not.

Carol’s response also showed her authentic engagement as she reported;

If I got a reward I would probably want books to learn more on what I was supposed to learn and maybe other learning stuff.

Eccles, who showed intrinsic motivation on his survey showed ritual engagement in his response and said; “when I get good marks I expect to be rewarded”. He reported that he “feel proud and sometimes excited” because his family celebrates his success sometimes.

Extrinsically motivated students Andrew and David showed ritual engagement in their responses as they both wanted their teacher’s and parents’ approval. They both wanted that their teacher and parents would be happy on their good work and praise them. Lily who showed both types of motivation on her survey, her response showed her authentic engagement as she reported that she did not want any reward.

I wouldn’t mind, but I like to get good marks on my work.

Charlotte’s response showed authentic engagement as she reported that she did not care about being rewarded. She did not want to ask for any reward and its up to her parents and teacher if they gave her any reward or not she “don’t really mind”. Nevertheless, if she got rewarded she felt happy because it shows that she was doing her work well. Similarly, Harry’s response also showed authentic engagement as he reported that he only wants good marks on his work and he did not want to get any reward. However, he felt proud of himself and felt happy when he got good marks. Harris’s response showed his ritual engagement as he wanted his parents and teacher’s praise and approval on his good work as a reward.

Motivating strategies used by the teacher

During focus group interviews students discussed in detail the different strategies used by their teacher to motivate them towards their learning task and what they did in case they can not motivate them. Tony explained that their teacher gave them full instructions in the start of a learning activity and guide them how to do it. She tried to encourage her students to do a certain task and still if they did not do it she kept them in their class room “at playtime and when we finish it we get to go out”.

Like wise, Eccles said that “She shows us how to do it and then she lets us choose how we want to do it and if it’s really important, she keeps us in” and if they did not do it she gave them extra time during lunchtime or recess and they complete it during that time. Laurel said that her teacher made learning fun and clearly explained the learning tasks to them. If they do not complete their home work she gave them extra

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time to complete it. David reported that usually their teacher gave them work that they could do and sometimes she gave them difficult tasks too so that they could learn new things. Harris said that their teacher encouraged them to do their work.

Our teacher she encourages us to try and do our work and she tells us not to give up, like to give it a go”.

Charlotte reported that her teacher thoroughly explained them the class work and home work and if “we have any problems then we go to her and she helps us” and gave them extra time during recess if they have not finished it.

Harry told about his teacher that,

First she demonstrates it and then she shows us how to do it.

Discussion

Teacher’s survey response clearly shows that she was intrinsically motivating her students. As she mentioned that she emphasized her students to understand their work, make learning fun for them, gave them choices, planned group activities and encourages them to ask questions. Teacher’s practices are inline with the Martin (2000) who describes the characteristics of teachers that engage and motivate their students. These are teachers’ balance between authoritative and relaxed class room environment, balance between class work and fun, giving choices, different assessment criteria and variety in teaching. However, she mentioned that sometimes she do use extrinsic motivation in situations where intrinsic motivation is not working (Marsh, 2000, Woolfolk and Margetts (2007). Students’ survey responses showed intrinsically motivated students, extrinsically motivated students and a mix of both motivations. As Pintrich and Schunk (2002) contend that efficacy of intrinsic and extrinsic motivations depend on time and context. The same activity can be seen intrinsically or extrinsically motivating by different students. In the students’ focus group interviews my focus was on assessing the students’ engagement along with the type of motivation they have in their studies. Furthermore, I asked their views about using different incentives and choices they want to make in class. Engagement is a beneficial construct for the application of SDT in classrooms as it informs the teacher about the quality of motivation students have towards their learning (Reeve, 2004). I have observed different forms of engagement even in the responses of same student. Engagement is not only a state of being engaged or not but there are different levels of engagement which are present in a student or learner and go along a continuum from lower to higher level. As Woolfolk and Margetts, (2007, p.374) explained that “Engagement is not an all or nothing experience but lies along a continuum”. Almost all the students in the class both authentically and ritually engaged reported having good relations with their teacher, however, one ritually engaged and one retreatist student reported that they do not have good relations with their teacher when they do not do their work well. A research by Sarrazin, Tessier, Pellettier, Trouillond and Chanal (2006) inform that teachers are more controlling with less motivated students.

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All the students in the class despite of the type of motivation and engagement they have mentioned having good relations with their peers. It is align to Fredrick’s et al (2004) emotional engagement that refers to having positive emotions towards teacher and peers. All the students in the class realized that their home/class work was important for them. Intrinsically motivated and authentically engaged students reported that it was important because they learn new things. Many research studies show that intrinsically motivated students have higher perceptions of competence and engagement in learning than students who are not intrinsically motivated (Wigfield & Eccles, 2002; Wigfield &Waguer, 2005). For extrinsically motivated and ritually engaged students it was important for their job, they are engaged in their studies as a means to an end and gave importance to their studies for getting good job with high salary (Pintrich and Schunk, 2002).Students having both types of motivation also showed ritual engagement and said it was significant for their future career. On the question of having good marks and grades intrinsically motivated and authentically engaged students told that they do not bother about their grades and marks. Along with extrinsically motivated students and students having both types of motivation some intrinsically motivated students also showed ritual engagement in their responses and explained the importance of getting good marks and grades as a prerequisite for a good job. The intrinsically motivated and authentically engaged students wanted to complete their academic work on time. They are committed to the task and find inherent value in it (Schlechty, 2000). However, extrinsically motivated students wanted to have more games and fun activities. In response of a question about the use of external incentives intrinsically motivated and authentically engaged students told that they do not want any reward or incentive on their work, whereas, extrinsically motivated students showed ritual engagement in their response and told that they seek teacher and parental approval as well as rewards on doing good work. Some students having both types of motivation showed authentic engagement, whereas, some of them showed ritual engagement in their responses. All the students in class reported that their teacher thoroughly explained them the academic task and made it interesting and if they do not do it then she kept them in class during break time and make them complete their task. Students’ responses clearly indicated that mainly their teacher uses intrinsic motivation to engage her students however; she also uses extrinsic strategies especially for less motivating students. The majority of researchers believe that motivation is not exclusively intrinsic or extrinsic in orientation but a balanced way is the combination of both types (Harackiewicz & Hidi, 2000; Harackiewicz & Sansone, 2000; Hidi, 2000; Lepper & Henderlong, 2000). Students especially highly intrinsically motivated reported that their teacher is autonomy supportive (Pelletier, Se’guin-Le’vesque & Legault, 2002).

Conclusion

Research in motivation and engagement has made an important contribution in the field of

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education by highlighting the importance of motivation and engagement in the learning process. It has also pointed out the ways in which students’ intrinsic and extrinsic motivation and engagement can influence their learning outcomes. Motivation guides learners’ interest into important learning activities It is the teacher’s task to motivate their students “to realize their potential by engaging them in intellectually challenging learning experiences” (Krause et al., 2006, p. 267). As required in Victorian Institute of Teaching (2008). VIT standards teachers should know how they can design academic activities which engage students in their learning. By knowing how different types of student motivation such as intrinsic and extrinsic and engagement relate to students and their learning, the teacher is well placed to provide a supportive environment for student teaching (Marsh, 2000).This study will help teachers (and also by implication teacher educators) to use different strategies effectively to intrinsically/extrinsically motivate their students in order to enhance their engagement in learning to achieve their best outcomes. The research study, unison with others (e.g. Eccles, 1992; Reeve, 2006) clearly reveals the fact thinks that student engagement is, in part, dependent on the supportive environment of the class and one important element in the supportive quality of the class room is the motivating style of the teacher. The research findings confirms that disengaged students may do their work but without interest and commitment, whereas, engaged students work hard and attempt to master their learning achieving the highest academic results they are capable of obtaining within their learning context (Newmann, 1992; Schlechty, 2000). It also confirms that intrinsically motivated students are more competent and engaged in their learning than students who are not intrinsically motivated (Wigfield & Eccles, 2002; Wigfield &Waguer, 2005).

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