ERIC Number: ED477935
Record Type: RIE
Publication Date: 2003-Apr
Motivating Learners of Different Ability Levels.
This study used M. Ford's (1992) conception of motivation to examine whether the factors that motivate students to achieve function differently for high, medium, and low ability learners in social studies classrooms. Participants were a diverse sample of 600 10th grade world history students. Data sources included student surveys, a multiple-choice content test, end of the year social studies grades, and test scores from school records. Regression equations examined how a fixed set of predictor variables related to: (1) students' posttest scores on the multiple choice test; ( 2) their final social studies grades; (3) their valuing of historical content; and (4) their satisfaction with the course. Results indicate that the high prior ability students cognitive outcomes could be well predicted by their cognitive profiles at the beginning of the year. Medium prior ability students cognitive outcomes were best predicted by a combination of their initial cognitive profiles and their mean levels of motivation during the year. Outcomes for low prior ability students were not well predicted by this set of predictor variables. Course satisfaction did not follow these trends. Future research directions are discussed. An appendix contains student survey items. (Contains 7 tables and 12 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Stanford Univ., CA.
Authoring Institution: N/A