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Factors influencing achievement moti...

Gardner, Stephen John.

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Factors influencing achievement motivation in highly motivated, dedicated and enthusiastic high school learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors influencing achievement motivation in highly motivated, dedicated and enthusiastic high school learners./
作者:	Gardner, Stephen John.
面頁冊數:	182 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1591.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3091455

Factors influencing achievement motivation in highly motivated, dedicated and enthusiastic high school learners.
Gardner, Stephen John.

Factors influencing achievement motivation in highly motivated, dedicated and enthusiastic high school learners. - 182 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1591.

Thesis (Ph.D.)--Union Institute and University, 2003.

The question of why some students are motivated to attain educational outcomes deemed important by schools and society and others do not has interested teachers, psychologists and educators for decades. The motivated student can be a parent and teacher's delight, whereas the unmotivated student can potentially disrupt the entire academic environment in school and limit his/her own future possibilities. It is important for educators and other significant adults in a child's life to learn more about the factors that lead to an enjoyment for learning and strong motivation to achieve so that they will be better equipped to facilitate any student's success in school.Subjects--Topical Terms:

1019148
Education, Social Sciences.

Factors influencing achievement motivation in highly motivated, dedicated and enthusiastic high school learners.
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500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1591.
500 $a First Core: Donald C. Klein.
502 $a Thesis (Ph.D.)--Union Institute and University, 2003.
520 $a The question of why some students are motivated to attain educational outcomes deemed important by schools and society and others do not has interested teachers, psychologists and educators for decades. The motivated student can be a parent and teacher's delight, whereas the unmotivated student can potentially disrupt the entire academic environment in school and limit his/her own future possibilities. It is important for educators and other significant adults in a child's life to learn more about the factors that lead to an enjoyment for learning and strong motivation to achieve so that they will be better equipped to facilitate any student's success in school.
520 $a Fourteen dedicated, enthusiastic and highly motivated (HIMODE) high school juniors and seniors from Central New York were interviewed to discover what they believe has contributed to this condition. Students were asked specifically about factors within their home and their school, but also about intrapersonal characteristics that have contributed to their academic success.
520 $a Results of this study emphasize the importance of a parent's influence, both in terms of attitudes and behaviors, in the environment most conducive to developing and maintaining an enjoyment for learning and strong motivation to achieve and also underscores the importance of a child's school environment, teacher and peers.
520 $a Conclusions were that these HIMODE students have been the product of an almost ideal upbringing: they were cared for by what appeared to be emotionally healthy and educated parents who cared about and spent time with them during their formative years. During these students' years in school, their parents were invested and involved in their education and were consistently responsive, encouraging and supportive; in addition, they were quite flexible, adjusting their parenting style in response to challenges during different developmental stages. It was also discovered that inspiring and motivating teachers identified by these students were likewise encouraging, supportive and kind. Moreover, memorable teachers kept expectations high and were perceived as being experts in their field and devoted to their profession. Although no one personality style fits these students, they were, to one degree or another, determined, goal-oriented, conscientious and competitive individuals who monitored their own academic progress closely.
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