Applying Learner-Centered Principles to Middle School Education
Bibliographic Data
| ID | 4771287 |
|---|---|
| Authors | Judith L Meece (corresponding author) |
| Year | 2003 |
| Volume | 42 |
| Issue | 2 |
| Pages | 109-116 |
| Publication date | 2003-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1353/tip.2003.0018 |
| OpenAlex | W4242358991 |
| Language | EN |
| Citations received | 3 |
| References cited | 25 |
This article draws on a goal perspective of motivation to examine the use of the Learned-Centered Psychological Principles (LCPs) for improving the academic engagement and learning of middle school students. Using survey data from 2,200 middle school students from diverse communities across the United States, the findings indicate many important motivational benefits of learner-centered practices for young adolescents. Specifically, students reported more positive forms of motivation and greater academic engagement when they perceived their teachers were using learner-centered practices that involve caring, establishing higher order thinking, honoring student voices, and adapting instruction to individual needs. Suggestions for creating a learner-centered middle school classroom are highlighted
Mathematics education · Pedagogy · Perspective (graphical · Student engagement · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Teacher Education and Leadership Studies
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school
Math anxiety in elementary and secondary school students.
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
Achievement goals in the classroom
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Achievement motivation
Motivation and cheating during early adolescence.
Students' goal orientations and cognitive engagement in classroom activities.
Reasons for Studying
Social Predictors of Changes in Students' Achievement Goal Orientations
Revision of achievement goal theory
Classrooms
Differences between Elementary and Middle School Teachers and Students
American Educational Research Journal, 1964-1968
Individual Differences in the Effects of Educational Transitions on Young Adolescent’s Perceptions of Competence and Motivational Orientation
The Role of Classroom Goal Structure in Students’ Use of Self-Handicapping Strategies
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,23 |
| Citation span | 2013 - 2019 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |