Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


School of Education

First Advisor

Dane Joseph, Ph.D.

Second Advisor

Marc Shelton, Ed.D.


This Improvement Science study sought to understand and support the motivation and self-efficacy of middle school students for literacy-based tasks using the Motivated Strategies for Learning Questionnaire (MSLQ), Burke Reading Inventory (BRI), and Burke Writing Inventory (BWI) in a pre-and post-format. This study was designed in response to observed course failings and lack of motivation for seventh-grade students in a post-COVID educational situation. The teacher researcher implemented a Plan, Do, Study, Act cycle alongside interested stakeholders to try and support students’ motivation to complete literacy tasks. She also conducted class discussions to clarify and support students’ understandings of motivation and self-efficacy concepts from the MSLQ. Informally, the teacher used assessments, progress reports, and rewards to support student motivation and self-efficacy. Results indicated that while students did not register different self-efficacy or motivation scores on the post-test administration of the MSLQ or Burke Inventories, anecdotal observations by the teacher researcher and NIC teams indicated students did raise their grades and increase their understanding of concepts and skills related to motivation and self-efficacy.