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Early Adolescents' Perspectives on Motivation and Achievement in Academics

Lourdes College

^* To whom correspondence should be addressed. E-mail: pschmakel{at}lourdes.edu.

	Abstract

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.

First published on July 21, 2008, doi:10.1177/0042085907311831

Urban Education 2008;43:723.

A more recent version of this article appeared on November 1, 2008


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