ERIC Number: ED471692
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Studying Motivation to Learn during Early Adolescence: A Holistic Perspective.
Roeser, Robert W.; Galloway, Mollie K.
This chapter examines how integrating the study of motivation to learn with the issue of identity development during adolescence requires simultaneous attention to patterns of school functioning, peer relationships, and mental health at the level of the individual, and to patterns of developmental supports or risks at the level of the social contexts within which adolescents are developing. The chapter discusses the need for a holistic perspective and contends that it is in the overall configuration of adolescents' personal and interpersonal resources and risk factors that researchers can best identify productive and more problematic pathways of holistic functioning during the middle school period. The first part of the chapter describes several ways in which the concept of organization has been influential and has been neglected in research on motivation and education during adolescence. The second part describes how research on motivation to learn during adolescence points toward an organizational perspective in which a focus on subgroups of individuals is central. The third part of the chapter provides a conceptual architecture for studying adolescent development in the context of schools in particular. The fourth part describes a methodological approach that emphasizes person-centered data analysis, and illustrates the conceptualization with empirical results from a series of recent studies that have used person-centered analyses. The chapter concludes with a discussion of the utility of pattern-centered approaches for future research on adolescents' academic motivation. (Contains 89 references.) (KB)
Descriptors: Academic Achievement, Data Analysis, Early Adolescents, Holistic Approach, Learning Motivation, Mental Health, Models, Organization, Peer Relationship, Research Methodology, Social Support Groups, Student Adjustment, Student Motivation, Theories
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Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A