Intrinsic Vs Extrinsic Motivation in Learning Disabled Children

Abstract

44 children identified as learning disabled were administered Harter's Scale of Intrinsic Versus Extrinsic Orientation in the Classroom. Scores were correlated with several indices of school behavior, standardized achievement test scores, report-card letter grades, and teachers' behavioral ratings. No consistent pattern of relationship was evidenced between the scale and academic achievement as assessed by standardized tests and report-card letter grades. However, a weak but statistically significant pattern of relationship (rs .24 to .33) was noted between two subscales of the Harter scale and teachers' behavioral ratings. Internality on these subscales tended to be associated with higher teachers' ratings.

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