The Academic Motivation of At-Risk Students in a Counseling Prevention Program

Autor/inn/en	Scheel, Michael John; Madabhushi, Soumya; Backhaus, Autumn
Titel	The Academic Motivation of At-Risk Students in a Counseling Prevention Program
Quelle	In: Counseling Psychologist, 37 (2009) 8, S.1147-1178 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0011-0000
DOI	10.1177/0011000009338495
Schlagwörter	Dropout Programs; Self Efficacy; Dropout Prevention; Dropouts; At Risk Students; Student Motivation; Academic Achievement; Phenomenology; Student Participation; Interviews; Family Influence; Student Attitudes; Student School Relationship; Counselor Role; School Activities; Caring; Interpersonal Relationship; High School Students; Counseling Psychology; Urban Schools + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulische Motivation; Schulleistung; Phenomenological psychology; Phänomenologie; Psychologie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interviewing; Interviewtechnik; Schülerverhalten; Schüler-Lehrer-Beziehung; Care; Pflege; Sorge; Betreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Counselling psychology; Beratungspsychologie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	School dropout is a problem that has distressing personal and societal consequences. Not surprising, students who drop out are typically not academically motivated. This phenomenological study examined the meanings that students construct about academic motivation while participating in a dropout prevention program that primarily uses counseling. Twenty interviews were conducted and transcribed. Six themes emerged from 172 significant statements and corresponding meaning units: self-efficacy, purpose of school, family influences, relationships at school, counselor influence, and school structures and activities. Findings revealed the essence of academic motivation--namely, the importance of relationships in nurturing such motivation. Implications highlight caring relationships as a key factor, fostered through dropout prevention programs that use counseling. Additional implications include the use of career interventions to construct future orientations, the influence of family, and the need for assistance to gain academic self-efficacy. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10