Document Type



Doctor of Education


Educational Practice

Date of Defense


Graduate Advisor

Dr. Charles Granger


Dr. Keith Miller

Dr. Helene Sherman


Many teachers struggle to help students become intrinsically motivated in their school work. Research has shown that students who are intrinsically motivated tend to have higher academic achievement than students who are not (Mendoza, 2012). There are many factors that contribute to students’ intrinsic motivation. Building on existing research, the relationship between perceived parental involvement and students’ intrinsic motivation, as well as the relationship of perceived socioeconomic status and intrinsic motivation was investigated. A mixed methods research approach was used to determine a) the relationship between perceived parent involvement and students’ intrinsic motivation, b) the relationship between perceived socioeconomic status and students’ intrinsic motivation, and c) the relationship between perceived parent involvement and perceived socioeconomic status. Middle school students from a diverse urban school district were given a Likert scale survey with questions asking their perspective on parental involvement and socioeconomic status on their own intrinsic motivation. Students were also given open-ended questions on their perception of academic intrinsic motivation. Results show a slight relationship between having parental/guardian involvement and academic intrinsic motivation in course work. However, there was no relationship on perceived socioeconomic status and student academic intrinsic motivation.