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ERIC Number: EJ906080
Record Type: Journal
Publication Date: 2010-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0033-3085
Motivation and Self-Regulation Assessments: Professional Practices and Needs of School Psychologists
Cleary, Timothy J.; Gubi, Aaron; Prescott, Michelle V.
Psychology in the Schools, v47 n10 p985-1002 Dec 2010
The current study examined differences between urban and suburban school psychologists in terms of their motivation and self-regulation assessment beliefs, practices, and professional development needs. Using a sample of 96 urban and 47 suburban school psychologists sampled from 22 school districts in a Midwestern state, we found that the two groups were not differentiated across most survey items. Of primary practical importance, however, urban and suburban practitioners encountered motivation and self-regulation referrals on a relatively frequent basis, perceived these processes to be valuable, and were strongly interested in professional development training. Interestingly, both groups of practitioners indicated that they do not routinely evaluate these processes in youth and were unfamiliar with many commercially available and research-oriented motivation/self-regulation self-report scales. These results are consistent with the premise that there is a disconnect between the types of assessments that practitioners perceive to be valuable and the extent to which they actually engage in those practices. (Contains 7 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A