Abstract
Teacher perceptions of students' intrinsic motivation for reading were examined from the perspective of self-determination development and reading achievement. A sample of 68 teachers from randomly selected elementary schools that were representative of county characteristics rated 374 students on 6 aspects of motivation for reading, including individual, topical, activity-based, autonomy-supported, socially supported, and writing-related aspects. Quantitative and qualitative results showed that teachers perceived higher achievers to be relatively higher in intrinsic reading motivation (individual and topical) than in extrinsic reading motivation (activity-based and autonomy-supported). In contrast, teachers perceived lower achievers to be relatively more motivated by extrinsic contextual factors than by intrinsic factors. Teachers appear to possess implicit theories that are in accord with the self-determination perspective on the development of motivation and reading achievement.
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