Early Adolescents' Perspectives on Motivation and Achievement in Academics
Bibliographic Data
| ID | 10857229 |
|---|---|
| Authors | Patricia O'Connell Schmakel (Lourdes College, Sylvania, Ohio, corresponding author) |
| Year | 2008 |
| Volume | 43 |
| Issue | 6 |
| Pages | 723-749 |
| Publication date | 2008-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085907311831 |
| OpenAlex | W2102584570 |
| Language | EN |
| Citations received | 9 |
| References cited | 25 |
This study, conducted in four urban schools, utilized student voice to address the relationship between early adolescent developmental needs, classroom instructional practices, and academic motivation and achievement. Results indicated effective instructional design and delivery alone may not optimize junior high students' engagement and achievement in academics. Motivational instruction constructs that emerged included effective use of classroom time, challenge, group work, and use of student resources. Motivational support constructs included teacher empathy, respectful control, and parental push. The study supported several current theoretical frameworks and findings from similar studies of sixth and eighth graders
Academic achievement · Developmental psychology · Empathy · Mathematics education · Pedagogy · Student achievement · Student engagement · Early Childhood Education and Development · Education, Achievement, and Giftedness · Parental Involvement in Education · Psychology · Social Psychology
Picturing Culturally Relevant Literacy Practices
Targeting High‐Risk, Socially Influential Middle School Students to Reduce Aggression
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging
A Framework for Designing Scaffolds That Improve Motivation and Cognition
A further look into ethnicity
A qualitative study of Indian and Indian immigrant adolescents’ perceptions of the factors affecting their engagement and performance in school
Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education
Using Place-Referenced Approaches to Extend Language-Minority Youths’ Problem-Solving Abilities and Literacy Engagement
Bridges and Barriers
Affirming diversity
Motivation and Education
Achievement goals in the classroom
Influences on classroom interest
Parent styles associated with children's self-regulation and competence in school.
Self-Efficacy and Academic Motivation
Classrooms
Assessing the Transitions to Middle and High School
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
Classroom Belonging among Early Adolescent Students
Children's Competence Beliefs, Achievement Values, and General Self-Esteem
What Are We Doing to Early Adolescents? The Impact of Educational Contexts on Early Adolescents
The transition to junior high school
Scaling Within Rather Than Scaling Up
In their Own Voices
Motivational processes affecting learning
The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School
Relationships between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes
Navigating the Psychosocial Pressures of Adolescence
The Transition into Early Adolescence
Making Sense of Qualitative Data
| Citations per year | 0.64 |
|---|---|
| Citation span | 2012 - 2021 (10) |
| Highly cited | No |