Students' school motivation and aspiration over high school years

Educational Psychology

Volumn 25, Issue 5, 2005, Pages 537-554

  Yeung, Alexander Seeshing ^a   McInerney, Dennis M ^b  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

^b UNIVERSITY OF WESTERN SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21344448620     PISSN: 01443410     EISSN: None     Source Type: Journal    
DOI: 10.1080/01443410500046804     Document Type: Review

References (47)

1. Alsaker, F., & Olweus, D. (2002). Stability and change in global self-esteem and self-related affect. In T. M. Brinthaupt & R. P. Lipka (Eds.), Understanding early adolescent self and identity: Applications and interventions, (pp. 193-224). New York: State University of New York Press.
2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
3. Anderman, E. M., Maehr, M. L., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research and Development in Education, 32, 131-147.
4. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
5. Bouffard, T., Vezeau, C., & Bordeleau, L. (1998). A development study of the relation between combined learning and performance goals and students' self-regulated learning. British Journal of Educational Psychology, 68, 309-318.
6. Butler, R. (1999). Information seeking and achievement motivation in middle childhood and adolescence: The role of conceptions of ability. Developmental Psychology, 35, 146-163.
7. Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum.
8. Covington, M.V. (1992). Making the grade. A self worth perspective on motivation and school reform. New York: Cambridge University Press.
9. Covington, M. (2004). Self worth goes to college: Or do our motivation theories motivate. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning. Vol. 4. Big theories revisited, (pp. 91-114). Greenwich, CT: Information Age Press.
10. Dweck, C. S. (1989). Motivation. In A. Lesgold & R. Glaser (Eds.), Foundations for a psychology of education, (pp. 87-136). Hillsdale, NJ: Erlbaum.
11. Education Commission, Hong Kong. (2000). Education blueprint for the 21st century: Learning for life, learning through life - Reform proposals for the education system in Hong Kong. Hong Kong: Author.
12. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychology, 34, 169-189.
13. Elliot, A., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
14. Elliot, A., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
15. Feldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8, 133-156.
16. Ford, M. E. (1992). Motivating humans. Newbury Park, CA: Sage.
17. Joreskog, K. G., & Sorbom, D. (1988). LISREL 7: A guide to the program and application. Chicago: SPSS, Inc.
18. Joreskog, K. G., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with SIMPLIS command language. Chicago: Scientific Software International.
19. Kurita, J. A., & Zarbatany, L. (1991). Teachers' acceptance of strategies for increasing students' achievement motivation. Contemporary Educational Psychology, 16, 241-253.
20. Lepper, M., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 73-105). New York: Academic Press.
21. Maehr, M. L., & Braskamp, L. A. (1986). The motivation factor: A theory of personal investment. Lexington, MA: Lexington.
22. Maehr, M. L., & McInerney, D. M. (2004). Motivation as personal investment. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning, Vol. 4. Big theories revisited, (pp. 61-90). Greenwich, CT: Information Age.
23. Marsh, H. W., Balla, J. R., & Hau, K. T. (1996). An evaluation of incremental fit indices: A clarification of mathematical and empirical process: In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling techniques, (pp. 315-353). Hillsdale, NJ: Erlbaum.
24. Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indices in confirmatory factor analyses: The effect of sample size. Psychological Bulletin, 103, 391-410.
25. Marsh, H. W., & Yeung, A. S. (1997a). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
26. Marsh, H. W., & Yeung, A. S. (1997b). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal, 34, 691-720.
27. Marsh, H. W., & Hocevar, D. (1985). The application of confirmaory factor analysis to the study of self-concept. First and Higher order factor structures and their invariance accross age groups. Psychological Bulletin, 97, 562-582.
28. McInerney, D. M. (2001, April). Relationships between motivational goals, sense of self, self-concept and academic achievement: A comparative study with Aboriginal and non-Aboriginal students. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
29. McInerney, D. M. (2003). Motivational goals, self-concept and sense of self: What predicts academic achievement? Similarities and differences between Aboriginal and Anglo Australians in high school settings. . In H. W. Marsh, R. G. Craven, & D. McInerney (Eds.), International advances in self research (Vol. 1, pp. 315-346). Greenwich, CT: Information Age Press.
30. McInerney, D. M., Maehr, M. L., & Dowson, M. (2004). Cross-cultural studies of motivation and achievement: Implications for applied settings. In C. D Spielberger (Ed.), Encyclopedia of applied psychology. Academic Press.
31. McInerney, D. M., Marsh, H. W., & Yeung, A. S. (2003). Toward a hierarchical model of school motivation. Journal of Applied Measurement, 4, 335-357.
32. McInerney, D. M., Roche, L. A., McInerney, V., & Marsh, H. W. (1997). Cultural perspectives on school motivation: The relevance and application of goal theory. American Educational Research Journal, 34, 207-236.
33. McInerney, D. M., Yeung, A. S., & McInerney, V. (2001). Cross-cultural validation of the Inventory of School Motivation (ISM): Motivation orientations of Navajo and Anglo students. Journal of Applied Measurement, 2, 135-153.
34. Midgley, C., & Edelin, K.C. (1998). Middle school reform and early adolescent well-being: The good news and the bad. Educational Psychologist, 33, 195-206.
35. Midgley, C., Feldlaufer, H., & Eccles, J. S. (1988). The transition to junior high school: Beliefs of pre- and post-transition teachers. Journal of Youth and Adolescence, 17, 543-562.
36. Miller, A. T., & Horn, H. L., Jr. (1997). Conceptions of ability and the interpretation of praise, blame, and material rewards. Journal of Experimental Education, 65, 163-177.
37. Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 26, 3-33.
38. Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, design, and analysis: An integrated approach. Hillsdale, NJ: Erlbaum.
39. Pervin, L. A. (1983). The stasis and flow of behavior: Toward a theory of goals. In M. M. Page (Ed.), Personality - Current theory and research (pp. 1-53). Lincoln, NE: University of Nebraska Press.
40. Pintrich, P. R., & Maehr, M. L. (Eds.). (1995). Advances in motivation and achievement (Vol. 9). Greenwich, CT: JAI.
41. Pintrich, P. R., Marx, R. W., & Boyle, R. (1993). Beyond "cold" conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
42. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
43. Skaalvik, E. M., & Valas, H. (1999). Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study. The Journal of Experimental Education, 67, 135-146.
44. Stipek, D., & Gralinski, G. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88, 397-407.
45. Tsang, W. K. (1992). The class structure in Hong Kong. Hong Kong: Hong Kong Institute of Asia-Pacific Studies, Chinese University of Hong Kong.
46. Wentzel, K. R. (1991). Social and academic goals at school: Motivation and achievement in context. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement. A Research Annual (Vol. 7, pp. 185-212). Greenwich, CT: JAI Press.
47. Wentzel, K. R. (1998). Social relationships and motivation in middle schools: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.