The Influence of Motivation on Multi-Tiered Systems for Academic Support

Abstract

This literature review and critical analysis examines student motivation, how it is impacted, the affects it has on a student’s academic career, and how it may affect the success of academic intervention. The need for and implementation of academic intervention may be determined by Response to Intervention (RtI), or multi-tiered systems. Both frameworks are designed to designate which students would benefit from extra support at school. However, motivation may be impacting the fidelity of such resources. Student motivation stems from a variety of sources, ranging from self-efficacy to teacher support. Interventions and other methods used to increase motivation are discussed.