This chapter presents findings of a three - year longitudinal study
of academic motivation and school engagement among low - income high school students enrolled in a corporate work — study program.
Her major research interests include the study
of academic motivation and social development in children of color, particularly in school contexts that vary in racial / ethnic diversity.
For example, data from the Perry Preschool Program shows that
increased academic motivation creates 30 % of the effects on achievement and 40 % on employment for females.
and also with later satisfactory partnerships in adult life Good father - child relations are associated with an absence of emotional and behavioural difficulties in adolescence and
greater academic motivation.
A study that assessed the enduring effects of the Seattle Social Development Project — another elementary school program — on former participants at age 18 found lower rates of violent behavior, heavy drinking, and sexual activity, as well as
higher academic motivation and achievement, for program participants relative to comparison group students (Hawkins, Catalano, Kosterman, Abbot, & Hill, 1999).
«On a recent national survey, 69 percent of teachers reported that
low academic motivation is a problem in their classrooms — a higher percentage than cited poor student behavior, bullying, or a negative school climate.
For example, a study of the Perry Preschool Program, which has a documented lifetime return that increased
academic motivation creates 30 percent of the effects on achievement and 40 percent on employment for females.
Considering our findings, future research should aim at interventions that focus on improving teachers» ability to handle
poor academic motivation and externalizing behavioral problems.
Building Inspiration to Fight Failure Paradigm Project: A Motivational Learning Skills Program (BIFF), launched 11 years ago by the Boston Learning Center, is a nine - week program that targets urban students from low - to moderate - income families who are intelligent but
lack academic motivation, who would rather be «street smart» than «school smart.»
Even moral students need help acting morally, said Dr. Jason M. Stephens, who
researches academic motivation and moral development in adolescents at the University of Auckland's School of Learning, Development, and Professional Practice.
The negative impact of job market pessimism on engagement was more acute for students with stronger family and school supports — the same students whom we often assume are less at risk for
losing academic motivation.
Zins, Weissberg, Wang, and Walberg (2004) found that social - emotional learning
improved academic motivation and commitment, school attendance, study habits, and achievement, and Durlak and colleagues» meta - analysis found that it improved students» attitudes toward school and decreased negative behaviors (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).
Research suggests that students who attend afterschool programs have
strong academic motivation, strong relationships with adults and peers, and feel safe in their surroundings.
For example, Gregory Walton uses laboratory and field experiments to document the causal role of social ties in
enhancing academic motivation and course grades among college students.
CSC strengthens students» connectedness to school — an important element for
increasing academic motivation and achievement and for reducing violence and delinquency.
Intrinsic versus extrinsic goal contents in Self - Determination Theory: Another look at the quality
of academic motivation.
Guided by the integrative model of parenting, the present study investigated the relationship between parental monitoring and racial / ethnic minority adolescents» school engagement and
academic motivation as a function of parental warmth, and explored whether these associations varied for boys and girls.
Academic motivation, self - concept, engagement, and performance in high school: Key processes from a longitudinal perspective.
Teachers were surveyed regarding their teaching attitudes and practices, and students were surveyed about their mindset,
academic motivation and effort.
«Working with students from all backgrounds, ages, cultures,
academic motivations, and experiences means I have to find multiple modes of teaching and make time for individual learning.»
Academic motivation and engagement: Every moment of every day for every student matters, Teacher.
She has published numerous papers and articles related to sense of belonging, racial identity, and
academic motivation.
Feedback from previous programmes demonstrates that pupils» self - confidence,
academic motivation and aspirations are raised after completing the programme.
Those factors include background knowledge,
academic motivation and the ability to independently problem - solve at an abstract level.
The Academic Motivation & Integrity Survey (AMIS) is designed to provide school leaders information and analysis of student perceptions, beliefs and behaviors related to academic integrity in their school.
For the first time we [QISA] had some data that really made these connections for them (student voice and
academic motivation).
The bottom line is that we took what we learned from student voice and student aspirations and connected it to
academic motivation.
Academic motivation, self - concept, engagement, and performance in high school: Key processes from a longitudinal perspective.
Explore today's issues from bullying prevention to
academic motivation to digital citizenship and more.
LaTanya Carter, PhD, LP: Spiritual Issues, Christian Counseling,
Academic Motivation, Anxiety, Depression, Grief
In pre - and post-surveys, participants showed improvements in perseverance,
academic motivation, critical thinking, assertiveness, trust, empathy, optimism, and peer and adult relationships.
The survey found that students reported «statistically significant positive change» on 13 of the 14 areas measured (action orientation, assertiveness, trust, empathy, reflection, optimism, learning interest, critical thinking, perseverance,
academic motivation, school bonding, peer relationships, and adult relationships).
For example, a study of the Perry Preschool Program, which has a documented lifetime return of 7 to 10 percent, found it increased
academic motivation, achievement and employment.
For students, satisfaction of the three basic needs through emotional involvement, provision of structure, and autonomy support from teachers has been shown to contribute to
academic motivation and achievement (Bao and Lam 2008; Furrer and Skinner 2003; Skinner and Belmont 1993).
Heckman and his team applied an econometric model to 46 cognitive and character measures sorted into three categories: cognition (IQ);
academic motivation (engagement, initiative, persistence); and negative externalizing behavior (lying and cheating, aggression, classroom disruption).
Autonomous, controlled, and amotivated types of
academic motivation: A person - oriented analysis
Rather, its negative effects on achievement occurred by way of lowering students»
academic motivation.