Two Rural Worlds: Differences of Rural High School Students' Motivational Profiles in Indiana and Colorado

Autor/inn/en	Hardre, Patricia L.; Hennessey, Maeghan N.
Titel	Two Rural Worlds: Differences of Rural High School Students' Motivational Profiles in Indiana and Colorado
Quelle	In: Journal of Research in Rural Education, 25 (2010) 8, S.1-32 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Rural Schools; Academic Achievement; Path Analysis; High School Students; Cohort Analysis; Rural Sociology; Motivation; Student Attitudes; Environmental Influences; Learner Engagement; Expectation; Student Educational Objectives; Performance Factors; Schematic Studies; Questionnaires; Classroom Environment; Profiles; Colorado; Indiana + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulleistung; Pfadanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kohortenanalyse; Agrarsoziologie; psychologische; Motivation (psychologisch); Schülerverhalten; Environmental influence; Umwelteinfluss; Expectancy; Erwartung; Leistungsindikator; Schematheorie; Fragebogen; Klassenklima; Unterrichtsklima; Charakterisierung; Profilanalyse
Abstract	This research examined how rural high school students' self-perceptions and environmental perceptions influence their engagement, expectations, and achievement, and how those relationships differ by geographic rural location. Participants were 224 students in four rural, public high schools in two U.S. states, Colorado and Indiana. Path models followed by multivariate regression analyses, and MANOVAs were utilized to examine relationships among variables and test for group differences. Overall, a single, generic motivational model did not fit well for the two-state rural sample. At the state level, the two subsamples demonstrated unique significant paths, some shared and others divergent. School differences (within states) were largely non-significant, supporting the case for unique profiles attributable to state-level influences on rural contexts. Both demonstrated theoretically-consistent relationships, but with different strengths in the paths. Colorado's motivational profile is more complex, while Indiana's is more straightforward, with fewer significant paths and mediating relationships. By subject area, math was motivationally higher than other subjects. These findings present potentially important implications for rural schools in resource management, administration and teaching practice. (Contains 8 tables, 3 figures, and 1 footnote.) (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10