Does School Motivation Change over Secondary School Years?

Autor/inn/en	Yeung, Nancy Tsui Yee; Yeung, Alexander Seeshing
Titel	Does School Motivation Change over Secondary School Years?
Quelle	(2001), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Aspiration; Attitude Measures; Competition; Educational Research; Foreign Countries; Grade 11; Grade 7; Grade 9; Secondary Education; Secondary School Students; Secondary Schools; Student Motivation; Student Surveys; Hong Kong + Suchen Sie Ihr Suchwort? Schulleistung; Wettkampf; Bildungsforschung; Pädagogische Forschung; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarbereich; Sekundarschüler; Sekundarschule; Schulische Motivation; Schülerbefragung; Hongkong
Abstract	A total of 199 students from a school in Hong Kong responded to 25 items in a survey. Principal components analysis found four school motivation factors consistent with the Task, Effort, Competition and Praise scales of the McInerney, et al. (1997) Inventory of School Motivation, one education aspiration factor and one career aspiration factor. The correlations indicated significant relations between the motivation factors and the aspiration factors. A path model applying a structural equation modeling approach found that Task, Effort, and Competition orientations had relatively stronger impacts on education aspirations whereas Task and Praise had stronger impacts on career aspirations. Analysis of variance found that grade 7 students had relatively stronger impacts on education aspirations whereas Task and Praise had stronger impacts on career aspirations. Analysis of variance found that grade 7 students had significantly higher Task, Effort, and Praise scores and higher career aspirations than students from grades 9 and 11. The drastic drop from grade 7 of motivation scores--especially Task and Effort, both pertaining to a mastery orientation dimension that had been assumed to be a major driving force for excellence--calls for urgent attention to student motivation in junior secondary classes. (Contains 2 tables, 1 figure, and 18 references.) (Author/JDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC