The Impact of One-on-One Conferring on Students' Intrinsic Motivation for Independent Reading

Date of Award

Spring 5-15-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Renee Harmon


Education, Intrinsic-Motivation, Conferring, Reading


The purpose of this action research study was to examine the impact of one-on-one conferring on students’ intrinsic motivation for independent reading. Conferring one-on-one with students provides teachers with opportunities for purposeful conversation, individualized student instruction, and student goal-setting with independent or self-selected texts. Participants in this study were sophomore students who indicate low intrinsic reading motivation based on observations and the Adolescent Motivations for School Reading (AMSR) questionnaire. This study used qualitative data using observations and the AMSR questionnaire to assess if one-on-one conferring impacts intrinsic motivation for independent reading. Observational data tracked students as engaged or disengaged during independent reading. Additionally, participants indicated every week how motivated they were to read and what factors influenced their motivation. One-one-one conferring data was collected by note-taking and then transcribed. Participants’ responses were analyzed weekly and compared with the previous week’s to reveal any changes in motivation. Time spent one-on-one conferring with students increases their self-efficacy, which leads to increased intrinsic motivation.

Abstract only: No full text available.