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ERIC Number: ED430061
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 12
Abstractor: N/A
Reference Count: N/A
Demographic and Educational Influences on Academic Motivation, Competence, and Achievement in Minority Urban Students.
Marcon, Rebecca A.
Using the Scale of Intrinsic versus Extrinsic Orientation in the Classroom (S. Harter, 1980) and the Self-Perception Profile for Children (S. Harter, 1985), this study of 222 urban early adolescents (median age=149 months) examined differences in motivation that might affect academic achievement and perceptions of competence. Socioeconomic status (SES) was found to be an important factor in academic performance, with poorer performance noted for lower income students. Like earlier research, cross-sectional analysis (controlling for SES) of composite intrinsic/extrinsic scores indicated a decline in the motivational component and an increase in the informational component from sixth to seventh grade. However, in contrast to previous research on predominantly white samples, this study finds these urban and minority students to be more intrinsically motivated. Academic motivation of students from single-parent families was found to be greater than that of peers living in two-parent families. Other within-group differences also contributed to academic outcomes. Actual academic achievement was higher for students who did not rely on teacher evaluation to know when they had succeeded or failed academically. Variability in perceived scholastic competence influenced motivational orientation more than did actual academic achievement. These findings suggest ways in which schools can help at-risk students succeed. (Contains 3 tables and 17 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A