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ACADEMIC MOTIVATION FACTORS AT THE MIDDLE SCHOOL LEVEL, RESPONSIVE TEACHING, AND STUDENT VOICES

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dc.contributor.author Kind, Sofia
dc.date.accessioned 2019-08-28T20:50:05Z
dc.date.available 2019-08-28T20:50:05Z
dc.date.issued 2019-12
dc.identifier.uri http://hdl.handle.net/11414/3404
dc.description.abstract Increasing academic motivation in middle school students is an essential task for every teacher. The researcher assessed academic motivation factors within a large, low socio-economic, and ethnically diverse middle school in Southern California. The study included 140 middle school students (6th-8th), 16 middle school teachers, 2 administrators, and 3 special projects teachers. Participants answered open-ended questions about their experiences with academic motivation to identify factors that directly affect students’ academic motivation. The responses were coded for thematic relationships and frequencies. Findings revealed that middle school students are academically motivated by factors such as grades, encouragement, teaching methods, and access to curriculum. The study found that students listen to and value teachers’ words of encouragement. Administrators and teachers identified teaching methods as a leading motivating factor. en_US
dc.language.iso en en_US
dc.subject academic motivation en_US
dc.subject middle school students en_US
dc.subject encouragement en_US
dc.subject motivation at the middle school level en_US
dc.subject motivating students en_US
dc.subject responsive teacher en_US
dc.subject stage-environment fit theory en_US
dc.subject person-environment fit theory en_US
dc.title ACADEMIC MOTIVATION FACTORS AT THE MIDDLE SCHOOL LEVEL, RESPONSIVE TEACHING, AND STUDENT VOICES en_US


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