Program
Teaching M.A.
Year Approved
2020
First Advisor
Silmser, Lisa
Abstract
This paper examines if self-assessment increases student academic intrinsic motivation. Self-assessment is a tool for students to gain valuable skills to become more critical of their academic work, decreasing their dependence on the teacher. By decreasing teacher dependence and increasing student responsibility it can be reasoned that their motivation to do well would improve. It is imperative to do what educators can to reduce the level of apathy in our students. Teachers can do this by creating a mastery goal climate in their classrooms, forming meaningful relationships with their students, teaching skills that help with self-assessment, use contrasting cases when showing expectations of an assignment and giving meaningful feedback. This research shows that there is the possibility that secondary student self-assessment does increase secondary student academic intrinsic motivation.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Bengtson, R. A. (2020). Self-Assessment and Academic Intrinsic Motivation [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/61