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ERIC Number: ED557529
Record Type: Non-Journal
Publication Date: 2014
Pages: 141
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3211-7326-0
The Impact of Response to Intervention and Instruction (RTII) on the Motivation to Learn of Middle School Students: An Exploratory Study
Corris, Darlene
ProQuest LLC, Ph.D. Dissertation, Robert Morris University
The challenges encountered by middle level learners have been well documented and have proven to have an impact on student motivation. Further complicating this time in a student's life are the demands placed on them to gain mastery through assignment in a remedial environment. However, attaining mastery can be limited by teacher self-efficacy and student attributional belief systems that may influence motivation. The purpose of this study was to study the interaction between teacher self-efficacy beliefs about learning and their remediation expertise. More specifically, this study attempted to explore the relationship between the attributional interpersonal and intrapersonal motivational dimensions of students and teacher self-efficacy in a Response to Intervention and Instruction (RTII) environment. The researcher utilized the Teacher Self-Efficacy Scale Survey, (Woolfolk & Hoy, 1990), the Causal Dimensional Scale II, (McAuley, Duncan & Russell, 1992), field observations using a modified version of the Classroom Observation Protocol designed by Alessi in 1998, and semi-structured interviews of all participants. This data was then triangulated to reveal a lower score for self-efficacy to motivate students by one teacher participant that lead to a greater percentage of negative feedback and lower percentage of on-task behaviors of students. On the other hand, the other teacher participant revealed a lower score for self-efficacy in classroom management and demonstrated a higher percentage of positive feedback and a higher percentage of on-task behaviors of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A