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FAMILY ENVIRONMENT AND ACHIEVEMENT MOTIVATION OF SCHOOL GOING ADOLESCENTS: AN INTERVENTION REPORT
Family Environment and Achievement Motivation of School Going Adolescents: An Intervention Report By Dr. S. D. Mishra
Development of Achievement Motivation
This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance. Key Features * Coverage of the major theories and constructs in the motivation field * Focus on developmental issues across the elementary and secondary school period * Discussion of instructional and theoretical issues regarding motivation * Consideration of gender and ethnic differences in motivation
Academic Motivation and the Culture of School in Childhood and Adolescence
Schools, as one form of complex organizational settings, are regulated by often invisible expectations, understandings, and values that comprise the culture of the institutions. This volume moves beyond important and well studied relational and personal variables to an examination of school culture and motivation.
Academic Motivation of Adolescents
Few academic issues are of greater concern to teachers, parents, and school administrators than the academic motivation of the adolescents in their care. There are good reasons for this concern. Students who are academically motivated perform better in school, value their schooling, are future-oriented in their academic pursuits, and possess the academic confidence and positive feelings of self-worth so necessary to increasing academic achievement. Because academically motivated students engage their schoolwork with confidence and interest, they are less likely to drop out of school, suffer fewer disciplinary problems, and prove resilient in the face of setbacks and obstacles. It is precisel...
Stories of Hope, Positive Future Orientation, Possible Selves, and Academic Achievement Motivation in Adolescence
The concepts of future orientation and possible selves provide a means for understanding how future hopes inform motivational behavior among adolescents engaged in identity exploration. Limited research is available on the specific contribution of possible selves to achievement motivation during adolescent development. This study was designed to explore the relationship between future orientation and possible selves to broaden understanding of their unique roles in predicting academic achievement motivation for a sample of youth in southern California. It was hypothesized that positive future orientation and hoped for possible selves would predict academic achievement motivation, using narative descriptions of hoped for possible selves to mediate the influence of future orientation on academic acliievernent motivation. Results indicated significant correlation between positive future orientation and academic achievement motivation. The proposed mediation model could not be tested due to insignificant correlations among the remaining variables. Limitations of measurement and areas for future research are discussed.
Exploring Adolescent Perceptions of Achievement Motivation Through Participation in a High School Wide Summer Reading Initiative
Poor adolescent achievement motivation is a problem of practice in education. Academic motivation generally decreases as adolescents reach high school. Educators continue to struggle with effectively motivating adolescents in the classroom. The purpose of this qualitative study was to explore adolescent achievement motivation, engagement and socialization through the implementation of a high school wide summer reading initiative. Through the use of adolescent focus groups, individual interviews and document analysis, interpretative phenomenological analysis (IPA) was conducted to understand adolescent perspectives on adolescent achievement motivation. The findings revealed four distinct universal themes related to achievement motivation including: meaningfulness of tasks in terms of value of grades, a desire for efficacy or confidence, the importance of choice and personal interests and reliance on others for support including teachers, peers and parents.
Effect of Parenting Style and Emotional Intelligence on Adolescent Achievement Motivation and Mental Health
During the developmental phase of life, adolescence is considered as a period which puts emphasis on one's independence, personality, individuality, selfsufficiency, achievement and success. Adolescence is the period of transition, selfdiscovery, and spurt of physical and emotional growth. Adolescents today must put effort to cope with demanding tasks for the preparation to adulthood. More effortful coping is required if the adolescent lives in a more civilized and mature society like that of in Kerala. Need for achievement is a prerequisite in adolescent stage. Adolescents long for achievement because it is attached with success, esteem and admiration from other people. Individual's self-concept and self-confidence is built on the positive acceptance from other people and it also increases their ego-value. Peer acceptance is especially important in adolescents.
