Academic motivation and the culture of school in childhood and adolescence
Oxford University Press, Jul 30, 2008 - Education - 320 pages
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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An Early Childhood
Low Academic Intrinsic Motivation as a Risk Factor
Essential Solidarities for Understanding Latino
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A. E. Gottfried academic achievement academic intrinsic motivation academic motivation academic outcomes adolescents African American African American students analysis ANOVA at-risk motivation attitudes beliefs chapter child civil identities classroom cognitive cohort comparison competence motivation context cultural continuity cultural mistrust culture of schooling demic developmental discussion disengagement domain Educational Psychology effect size effects environment ethnic examined families Fantuzzo Ginsburg-Block girls goal theory goals high school home and school Hudley ideal school individuals influence interactions intervention Journal of Educational Latino Latino students learning behaviors levels math McDermott ment meta-analyses Mexican American motivationally negative stereotypes norms outcome expectations parents participants peers perceived perceptions performance preschool programs relationship reported risk Rohrbeck role sample scholar identity school culture School Psychology scores self-concept sexually active Social Psychology solidarities stereotype threat stigmatized strategies student motivation success teaching Thorkildsen tion tivation tural values variables Wentzel Wigfield