NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ813667
Record Type: Journal
Publication Date: 2008
Pages: 27
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0042-0859
Early Adolescents' Perspectives on Motivation and Achievement in Academics
Schmakel, Patricia O'Connell
Urban Education, v43 n6 p723-749 2008
This study, conducted in four urban schools, utilized student voice to address the relationship between early adolescent developmental needs, classroom instructional practices, and academic motivation and achievement. Results indicated effective instructional design and delivery alone may not optimize junior high students' engagement and achievement in academics. Motivational instruction constructs that emerged included effective use of classroom time, challenge, group work, and use of student resources. Motivational support constructs included teacher empathy, respectful control, and parental push. The study supported several current theoretical frameworks and findings from similar studies of sixth and eighth graders. (Contains 6 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A