ERIC Number: ED431799
Record Type: RIE
Publication Date: 1999-Apr
Motivational Style, Commitment, and Cognitive Acceleration: Is It Only Good Schools Which Opt into "Successful" Projects?
McLellan, Ros; Adey, Philip
This paper investigates the motivational profiles of students in schools that participate in a professional development program (the CASE project), which has reported remarkable success in raising students' academic achievement. On the basis of new work on the characterization and measurement of motivational orientation, beliefs, and self-view, the question was raised of whether this apparent success can be attributed, at least in part, to the fact that schools that opt for the program already display a more adaptive motivational profile in their students than nonprogram schools. This is the first phase of a longitudinal study of the effects of CASE on achievement motivation. The focus is on the definition of constructs, the development of an instrument, and the question of systematic differences between CASE and non-CASE schools at pretest, before the program could have an effect. Early results do suggest that a higher proportion of students in CASE schools exhibit what C. Dweck and E. Leggett (1998) term adaptive motivational patterns and, therefore, might be expected to make better use of any intervention they receive. (Contains 3 tables, 8 figures, and 44 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).