The Middle Way to Motivating Middle School Students: Avoiding False Dichotomies

Middle School Journal

Volumn 33, Issue 3, 2002, Pages 39-46

  Gehlbach, Hunter ^a   Roeser, Robert W ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 74649083882     PISSN: None     EISSN: 23276223     Source Type: Journal    
DOI: 10.1080/00940771.2002.11494673     Document Type: Article

References (15)

1. Campione, J. C., Brown, A. L., Ferrara, R. A., & Bryant, N. R., (1984). The zone of proximal development: Implications for individual differences and learning. New Directions for Child Development, 23, 77–91.
2. Covington, M., (1984). The motive for self-worth. In R., Ames & C., Ames (Eds.), Research on motivation in education (pp. 77–113). Orlando: Academic Press.
3. Damon, W., (1995). Greater expectations: Overcoming the culture of indulgence in America's homes and schools. New York: Free Press.
4. Deci, E. L., (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective. In K. A., Renninger, S., Hidi & A., Krapp (Eds.), The role of interest in learning and development (pp. 43–70). Hillsdale, NJ: Lawrence Erlbaum Associates.
5. Deci, E. L., & Ryan, R. M., (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
6. Dewey, J., (1938). Experience and education. New York: Macmillan.
7. Dweck, C. S., & Leggett, E. L., (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
8. Eccles, J. S., Lord, S. E., & Roeser, R. W., (1996). Round holes, square pegs, rocky roads, and sore feet: The impact of stage-environment fit on young adolescents' experiences in schools and families. In D., Cicchetti & S. L., Toth (Eds.), Rochester symposium on developmental psychopathology: Vol. 7. Rochester, NY: University of Rochester Press.
9. Eccles, J. S., Lord, S. E., Roeser, R. W., Barber, B. L., & Jozefowicz, D. M. H., (1997). The association of school transitions in early adolescence with developmental trajectories through high school. In J., Schulenberg & J. L., Maggs (Eds.), Health risks and developmental transitions during adolescence (pp. 283–320). New York: Cambridge University Press.
10. Eccles, J. S., & Midgley, C., (1989). Stage-environment fit: Developmentally appropriate classrooms for early adolescents. In R., Ames & C., Ames (Eds.), Research on motivation in education: Vol. 3 (pp. 139–181). New York: Academic Press.
11. Fiske, S. T., (1995). Social cognition. In A., Tesser (Ed.), Advanced social psychology (pp. 145–194). New York: McGraw-Hill.
12. Ford, M. E., (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage Publications.
13. Lepper, M. R., & Henderlong, J., (2000). Turning “play” into “work” and “work” into “play”: 25 years of research on intrinsic versus extrinsic motivation. In C., Sansone & J. M., Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257–307). San Diego, CA: Academic Press.
14. Massachusetts Department of Education. (August 2, 1999). Massachusetts curriculum frameworks: Science and technology/engineering learning standards. Retrieved March 7, 2000, from http://www.doe.mass.edu/frameworks/scitech99/life.html.
15. Stipek, D. J., (1996). Motivation and instruction. In D. C., Berliner & R. C., Calfee (Eds.), Handbook of educational psychology (pp. 85–113). New York & London: Macmillan Library Reference USA & Prentice Hall International.