Student differences and environment perceptions: How they contribute to student motivation in rural high schools

Learning and Individual Differences

Volumn 18, Issue 4, 2008, Pages 471-485

  Hardré, Patricia L ^a   Sullivan, David W ^a  

^a UNIVERSITY OF OKLAHOMA   (United States)

Author keywords

Classroom environment; Goals; High schools; Perceived ability; Rural; Self perceptions; Student motivation; Teacher influences

Indexed keywords

EID: 55849142278     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2007.11.010     Document Type: Article

References (78)

1. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84 (1992) 261-271
2. Ames C., and Archer J. Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology 80 (1988) 260-267
3. Anderman E., and Young A. Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching 31 (1994) 811-831
4. Ballou D., and Podgursky M. Rural schools: Fewer trained teachers and special programs, but better learning environment. Rural Development Perspectives 10 (1995) 6-16
5. Battin-Pearson S., Newcomb M.D., Abbott R.D., Hill K.G., Catalano R.F., and Hawkins D.J. Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology 92 (2000) 568-582
6. Berk L.E. Development through the lifespan (2003), Pearson, New York
7. Black A.E., and Deci E.L. The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education 84 (2000) 740-756
8. Bleeker M., and Jacobs J.E. Achievement in math and science: Do mothers' beliefs matter 12 years later?. Journal of Educational Psychology 96 1 (2004) 97-109
9. Bong M. Between and within-domain relationships of academic motivation among middle and high school students: Self-efficacy, task, value, and achievement goals. Journal of Educational Psychology 93 (2001) 23-34
10. Brickman S.J., and Miller R.B. The impact of sociocultural knowledge on future goals and self-regulation. In: McInerny D., and Van Etten S. (Eds). Research on sociocultural influences on motivation and learning (2001), Information Age Publishing, Greenwich 119-137
11. Bransford J.D., Brown A.L., and Cocking R.R. How people learn: Brain, mind, experience and school (1999), National Academy Press, Washington, DC
12. Bryant F.B., and Yarnold P.R. Principal-components analysis and exploratory and confirmatory factor analysis. In: Grimm L.G., and Yarnold P.R. (Eds). Reading and understanding multivariate statistics (2004), American Psychological Association, Washington DC 99-136
13. Church M.A., Elliot A.J., and Gable S.L. Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology 93 (2001) 43-54
14. Colangelo N., Assouline S.G., and New J.K. Gifted education in rural schools: A national assessment (1999), University of Iowa Press, Iowa City, IA.
15. D'Amico J., Matthes W., Sankar A., Merchant B., and Zurita M. Young voices from the rural Midwest. Journal of Research in Rural Education 12 (1996) 142-149
16. Deci E.L., and Ryan R.M. The support of autonomy and the control of behavior. Journal of Personality and Social Psychology 53 (1987) 1024-1037
17. Dweck C., and Leggett E. A social-cognitive approach to motivation and personality. Psychological Review 95 (1988) 256-273
18. Eccles J.S., and Wigfield A. In the mind of the actor: The structure of adolescents' achievement tasks, values, and expectancy-related beliefs. Personality and Social Psychology Bulletin 21 (1995) 215-225
19. Elliott A.J., and Church M. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 72 (1997) 218-232
20. Elliot E., and Dweck C. Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology 54 (1988) 5-12
21. Elliot A.J., Faler J., McGregor H.A., Campbell K.W., Sedikides C., and Harackiewicz J.M. Competence valuation as a strategic intrinsic motivation process. Personality and Social Psychology Bulletin 26 7 (2000) 780-794
22. Elliott A.J., and Harackiewicz J.M. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 70 (1996) 461-475
23. Flora C.B., Flora J.L., and Fey S. Rural communities: Legacy and Change. (2nd ed.). (2003), Westview Press, Boulder, CO
24. Fowler Jr. W.J., and Walberg H.J. School size, characteristics, and outcomes. Educational Evaluation and Policy Analysis 13 (1991) 189-202
25. Gándara P., Gutiérrez D., and O'Hara S. Planning for the future in rural and urban high schools. Journal of Education for Students Placed At-Risk 6 1 (2001) 73-93
26. Good T., and Brophy J. Educational psychology: A realistic approach. (3rd ed.). (1986), Longman, New York
27. Gottfried A.E. Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology 77 (1985) 631-645
28. Grable, L.L., Overbay, A., Osborne, J. (2005). Instructional activities, use of technology, and classroom climate: What lies beneath? Paper presented at the annual meeting of The Society of Information Technology and Teacher Education, Phoenix, AZ.
29. Greene B.A., and Miller R.B. Influences on course achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology 21 (1996) 181-192
30. Greene B.A., Miller R.B., Crowson H.M., Duke B.L., and Akey K.L. Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology 29 (2004) 462-482
31. Hardré P.L. Preventing motivational dropout: A systemic analysis in four rural high schools. Leadership and Policy in Schools 6 3 (2007) 231-265
32. Hardré P.L., Crowson H.M., DeBacker T., and White D. A multi-theory study of high school students' beliefs, perceptions, goals and academic motivation. Journal of Experimental Education 75 4 (2007) 247-269
33. Hardré P.L., Crowson H.M., Ly C., and Xie K. Testing differential effects of computer-based, web-based, and paper-based administration of questionnaire research instruments. British Journal of Educational Technology 38 1 (2007) 5-22
34. Hardré P.L., and Reeve J. A motivational model of rural students' intentions to persist in, versus drop out, of high school. Journal of Educational Psychology, 95 2 (2003) 347-356
35. Hardré, P. L., & Sullivan, D. W. (in review). Rural high school teachers' motivational perceptions and practices. Manuscript submitted for publication.
36. Hidi S., and Harackiewicz J.M. Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research 70 (2000) 151-179
37. Holloway D.L. Using research to ensure quality teaching in rural schools. Journal of Research in Rural Education 17 3 (2002) 138-153
38. Jacobs J.E., Finken L.L., Griffin N.L., and Wright J.D. The career plans of science- talented rural adolescent girls. American Educational Research Journal 35 4 (1998) 681-704
39. Kao G., and Tienda M. Educational aspirations of minority youth. American Journal of Education 106 (1998) 349-384
40. Khattri N., Riley K.W., and Kane M.B. Students at risk in poor, rural areas: A review of the research. Journal of Research in Rural Education 13 2 (1997) 79-100
41. Kline R.B. Principles and practice of structural equation modeling. (2nd ed.). (2005), The Guilford Press, New York
42. Lemke J.C. Teacher induction in rural and small school districts, in rural partnerships: Working together. In: Montgomery D. (Ed). Proceedings of the annual National Conference of the American Council on Rural Special Education, Austin, TX (1994) (ERIC Document Reproduction Service No. ED 369 589)
43. Linnenbrink E.A., and Pintrich P.R. Motivation as an enabler for academic success. School Psychology Review, 31 3 (2002) 313-327
44. Linnenbrink E.A., and Pintrich P.R. Achievement goal theory and affect: an asymmetrical bidirectional model. Educational Psychologist 37 2 (2002) 69-78
45. Lomax R. An introduction to statistical concepts for education and behavioral sciences (2001), Lawrence Erlbaum, Mahwah, NJ
46. Maehr M. Thoughts about motivation. In: Ames C., and Ames R. (Eds). Research on motivation in education: Goals and cognitions Vol. 3 (1989), Academic Press, New York 299-315
47. Maehr M.L., and Anderman E. Reinventing schools for early adolescents: Emphasizing task goals. Elementary School Journal 93 (1993) 593-610
48. Maehr M.L., and Midgley C. Transforming school culture (1996), Westview Press, Boulder, CO
49. Meece J.L., Wigfield A., and Eccles J.S. Predictors of math anxiety and its consequences for young adolescents' course enrollment intentions and performances in mathematics. Journal of Educational Psychology 82 (1990) 60-70
50. Midgley C., Kaplan A., and Middleton M.J. Performance approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 93 (2001) 77-86
51. Miller R.B., Behrens J.T., Greene B.A., and Newman D. Goals and perceived ability: Impact on student valuing, self-regulation and persistence. Contemporary Educational Psychology 18 (1993) 2-14
52. Miller R.B., and Brickman S.J. A model of future-oriented motivation and self-regulation. Educational Psychology Review 16 (2004) 9-33
53. Miller R., DeBacker T., and Greene B. Perceived instrumentality and academics: The link to task valuing. Journal of Instructional Psychology 26 (1999) 250-260
54. Miller R.B., Greene B.A., Montalvo G.P., Ravindran B., and Nicholls J.D. Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology 21 (1996) 388-422
55. National Center for Educational Statistics (2001). NCES Website, "What's Rural?" Accessed 22 February, 2001. Available at: http://nces.ed.gov/surveys/ruraled/definitions.asp
56. National Center for Educational Statistics (2004). NCES Website, "Digest of Educational Statistics, 2004" Accessed 10 February, 2006. Available at: http://nces.ed.gov/programs/digest
57. National Research Council (1993). Losing generations: Adolescents in high-risk settings. Washington, DC: National Research Council Panel on High Risk Youth, National Academy of Sciences.
58. Neighbors C., and Knee C.R. Self-determination and the consequences of social comparison. Journal of Research in Personality 37 (2003) 529-546
59. Nitko A.J. Educational assessment of students (1996), Merrill, New York
60. Office of Management and Budget (OMB). Standards for defining metropolitan and micropolitan statistical areas; notice (OMB doc # 0032997). Federal register Vol. 65, 249 (2000) (27 December 2000)
61. Pintrich P.R. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology 95 4 (2003) 667-686
62. Pintrich P.R., and Schunk D.H. Motivation in education: Theory, research and applications (1996), Prentice Hall, Englewood Cliffs, NJ
63. Reeve J. Motivating others: Nurturing inner motivational resources (1996), Allyn & Bacon, Needham Heights, MA
64. Reeve J., and Sickenius B. Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement 54 (1994) 506-515
65. Regional Educational Laboratory at AEL. Recruiting and retaining high-quality teachers in rural areas. AEL Policy Brief (2003), AEL, Charleston, WV
66. Ryan R.M., and Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 1 (2000) 68-78
67. Sansone C., and Morgan C. Intrinsic motivation and education: Competence in context. Motivation and Emotion 16 (1992) 249-278
68. Sansone C., and Smith J.L. Interest and self-regulation: The relation between having to and wanting to. In: Sansone C., and Harackiewicz J.M. (Eds). Intrinsic and extrinsic motivation: The search for optimal motivation and performance (2000), Academic Press, New York 341-372
69. Schunk D. Goals and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal 33 (1996) 359-382
70. Schunk D.H., and Schwartz C. Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology 18 (1993) 337-354
71. Skinner E.A., and Belmont M.J. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology 85 (1993) 571-581
72. In: Stern J.D. (Ed). The condition of education in rural schools (1994), OERI, United States Department of Education, Washington, D.C.
73. Stevens J.P. Applied multivariate statistics for the social sciences. (4th ed.). (2002), Lawrence Erlbaum, Mahwah, NJ
74. Urdan T., Midgley C., and Anderman E. The role of classroom goal structure in students' use of self-handicapping strategies. American Educational Research Journal 35 (1998) 101-122
75. Vallerand R.J., Fortier M.S., and Guay F. Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology 72 (1997) 1161-1176
76. Vansteenkiste M., and Deci E.L. Competitively contingent rewards and intrinsic motivation: Can losers remain motivated?. Motivation and Emotion, 27 4 (2003) 273-299
77. Wigfield A., and Eccles J.S. Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 25 (2000) 68-81
78. Wolters C., Yu S., and Pintrich P. The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences 8 (1996) 211-238