Student Differences and Environment Perceptions: How They Contribute to Student Motivation in Rural High Schools

Autor/inn/en	Hardre, Patricia L.; Sullivan, David W.
Titel	Student Differences and Environment Perceptions: How They Contribute to Student Motivation in Rural High Schools
Quelle	In: Learning and Individual Differences, 18 (2008) 4, S.471-485 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2007.11.010
Schlagwörter	High School Students; Teacher Characteristics; Student Motivation; Rural Schools; Learning Motivation; Questionnaires; Self Concept; Student Attitudes; Educational Environment; Outcomes of Education; Peer Relationship; Predictor Variables; Objectives + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Motivation for studies; Lernmotivation; Fragebogen; Selbstkonzept; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; Peer-Beziehungen; Prädiktor; Goal definition; Zielsetzung
Abstract	This research investigated relationships among characteristics of students and learning environments influencing variables related to motivation for learning and achievement in rural high schools. Participants were 625 students in all four grades, in 19 rural, public high schools. Questionnaires assessed two environmental factors, three self-perceptual characteristics, two motivational outcomes and three achievement-related outcomes. Regression analyses were utilized to identify differential predictive relationships. Overall, teacher characteristics appeared to more strongly predict students' positive self-perceptions and motivation than did peer characteristics. Perceived ability and valuing most strongly predicted learning and future goals, which, in turn, most strongly predicted motivation. Motivational outcomes strongly predicted grade in class, but not intention to complete high school or postsecondary aspirations. Important differences emerged by subject area. Implications for research and classroom practice are discussed. (Contains 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10