ERIC Number: EJ697123
Record Type: Journal
Publication Date: 2005-May
Reference Count: 0
Middle School Students' Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
Rathunde, Kevin; Csikszentmihalyi, Mihaly
American Journal of Education, v111 n3 p341 May 2005
This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.
Descriptors: Middle School Students, Educational Change, Montessori Method, Student Motivation, Educational Quality, Educational Experience, Learning Motivation, Comparative Analysis
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Authoring Institution: N/A