Middle-grade predictors of students' motivation and behavior in high school

被引:75
作者
Murdock, TB
Anderman, LH
Hodge, SA
机构
[1] Univ Missouri, Sch Educ, Kansas City, MO 64110 USA
[2] Univ Kentucky, Lexington, KY 40506 USA
关键词
D O I
10.1177/0743558400153002
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
This study investigated students' school context, motivation, and behavior across the transition to high school. During the final marking period of 7th and 9th grades, students completed questionnaires assessing their academic self-concept and perceptions of the motivational context created by teachers, peers, and their economic opportunity structure. Achievement and discipline data were also collected at both time points. Ninth graders provided data on their motivation (effort and valuing of education) and future academic plans. Students reported more positive motivational contexts in 9th grade versus 7th grade, particularly with respect to teachers. Seventh-grade contextual variables were associated with 9th-grade motivation and adjustment. Discriminant function analyses found that 7th-grade variables discriminated between least adjusted and better adjusted high school students. Students' 7th-grade discipline referrals, doubts about the economic value of education, and negative expectations of peers and teachers were the best discriminators between less and more adjusted 9th graders.
引用
收藏
页码:327 / 351
页数:25
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