Date of Award
1987
Type
Thesis
Major
Specialist in Education
Degree Type
Specialist Degree in Education
Department
Teacher Education
First Advisor
Dr. Harold L. Whitman
Second Advisor
Dr. Anita B. Whitman
Third Advisor
Dr. Dorothy F. Sutherland
Abstract
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.
Recommended Citation
Hayes, Violet Rich, "Intrinsic and Extrinsic Motivation: Influence on the Creativity of Children's Poetry Writing" (1987). Theses and Dissertations. 608.
https://csuepress.columbusstate.edu/theses_dissertations/608
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