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ERIC Number: ED563730
Record Type: Non-Journal
Publication Date: 2013
Pages: 87
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-7597-6
The Effect of Student Motivation on Intervention Success
Swanson, Regina Christian
ProQuest LLC, Ph.D. Dissertation, Walden University
Students who are removed from the regular school setting receive referrals to disciplinary alternative education programs (DAEPs), which focus on behavior management. Because students enroll for less than 30 days, it is important to quickly determine students' level of motivation to change, as doing so allows for immediate connection to appropriate services. Little research has examined the motivation levels among students attending alternative programs, nor has research examined how their motivation to change is related to other demographic variables. In response to this problem, this quantitative study examined the relationship between demographics and readiness to change in disciplinary alternative school students in a large urban school district. The theoretical framework for this study was guided by the trans-theoretical model of change. Three hundred forty-five students completed the change assessment. The demographics examined in this study were grade, gender, socioeconomic status, family status, and ethnicity. The correlations among the 5 demographics were statistically non-significant. All demographics were correlated with readiness to change scores. Multiple linear regression analyses were conducted to compute the relationship of involvement, consistency, adaptability, and mission to readiness to change. The results showed no significant relationship. Data did reveal that students initially enrolling in the DAEP are in the contemplation stage. Based on this result, DAEP staff can focus more specific intervention efforts on this stage of functioning. The results of this study may benefit the Department of Education, as well as teachers and administrators who are interested in improving student behavior. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A