Family Interaction, Achievement-Values and Motivation as Related to School Dropouts.

Autor/in	Crawford, Douglas G.
Titel	Family Interaction, Achievement-Values and Motivation as Related to School Dropouts.
Quelle	(1970), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Need; Dropouts; Family Attitudes; Family Characteristics; Family Involvement; High School Graduates; Individual Characteristics; Individual Development; School Holding Power; Secondary School Students; Socioeconomic Status; Student Motivation; Urban Youth; Canada + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individuelle Entwicklung; Sekundarschüler; Socio-economic status; Sozioökonomischer Status; Schulische Motivation; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Kanada
Abstract	Whether or not a student drops out of school is partly determined by his achievement orientation, two components of which (achievement motivation and achievement-related values) have their antecendents in the family. A stratified random sample by father's occupation was made of families of secondary school male graduates and dropouts in Ontario. Visits to the home were conducted by one experimenter who followed a systematic routine. Each session required about two to three hours in order to gather the sets of data which consisted of: questionnaires; five stories written by each boy in response to five Thematic Apperception Test-like pictures which were used to obtain a measure of achievement motivation; and, a tape-recorded discussion between the mother-father-son over issues about which participants had indicated opinion differences in response to the questionnaire. It was concluded that the more highly educated mothers of the graduates may have been able to establish for their sons optimum conditions for inculcating both achievement motivation and achievement-related values. It is suggested that there is a need for studies that will make operational the intervening linkages between family structure, adolescent personality, and school behavior postulated in this study. (JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC