Predicting the academic motivation of rural high school students

被引：30

作者：

Hardre, Patricia L. ^{[1
]}

Crowson, H. Michael ^{[1
]}

Debacker, Teresa K. ^{[1
]}

White, Deborah ^{[1
]}

机构：

[1] Univ Oklahoma, Norman, OK 73019 USA

来源：

JOURNAL OF EXPERIMENTAL EDUCATION | 2007年 / 75卷 / 04期

关键词：

high schools; motivation; rural education; student perceptions;

D O I：

10.3200/JEXE.75.4.247-269

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The authors investigated predictive relationships among student characteristics that influence motivation for learning and achievement. Participants were students (N = 900) from all 4 grade levels in 18 rural public high schools in the southwestern United States. The authors used AMOS 4.0 (J. L. Arbuckle & W. Wothke, 1996) to test a hypothesized path model in development and validation subsamples. Variables included perceptions of classroom climate, perceived ability, perceived instrumentality of instruction, and achievement goals as predictors of engagement and effort in school. The model fit the data reasonably well, with relatively minor variations in the strength of the paths between subsamples. The authors discuss implications for research and classroom practice.

引用

页码：247 / 269

页数：23

共 77 条

[1] ACHIEVEMENT GOALS IN THE CLASSROOM - STUDENTS LEARNING-STRATEGIES AND MOTIVATION PROCESSES [J].