Academic motivation and the culture of school in childhood and adolescence

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Oxford University Press, Jul 30, 2008 - Education - 320 pages
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Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This edited volume will argue that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. They address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the contributors describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.

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Contents

An Early Childhood
15
Low Academic Intrinsic Motivation as a Risk Factor
36
Essential Solidarities for Understanding Latino
73
Copyright

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About the author (2008)

Cynthia Hudley is professor, Gevirtz Graduate School of Education, University of California, Santa Barbara. She lives in Los Angeles.

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