Developmental Perspective on Motivation for Engagement Developmental Perspective on Motivation for...

Developmental Developmental Perspective on Motivation Perspective on Motivation

for Engagementfor Engagement

Jacquelynne S. EcclesJacquelynne S. EcclesUniversity of MichiganUniversity of Michigan

Paper Presented at the Cognitive Paper Presented at the Cognitive Remediation ConferenceRemediation Conference

New York, June 2004New York, June 2004

Goals of My TalkGoals of My Talk Discuss Two Aspects of Discuss Two Aspects of

MotivationMotivationWhat is it?What is it?

How does it change with How does it change with age and school experiences?age and school experiences?

What is Motivation?What is Motivation?

The many different The many different constructs studied under the constructs studied under the general category of general category of motivation can be organized motivation can be organized into four basic questionsinto four basic questions

Four Basic QuestionsFour Basic Questions

Can I succeed at the task?Can I succeed at the task?



Do I want to do the task?Do I want to do the task?




Why do I want to do the task?Why do I want to do the task?




Why do I want to do the task?Why do I want to do the task?

What do I need to do to succeed at What do I need to do to succeed at the task?the task?

These questions relate to my These questions relate to my own work on the Eccles et al. own work on the Eccles et al. Expectancy – Value Model of Expectancy – Value Model of Achievement – Related Achievement – Related Choices.Choices.

Engagement

Success Expectations

Subjective Task Value

AbilitySelf Perceptions

Self-SchemaShort and Long Term Goals

Affective Memories and Expectations

Task DifficultyPerceptions

Can I Succeed at the Can I Succeed at the Task?Task?

Expectations for successExpectations for success Bandura’s sense of personal Bandura’s sense of personal

efficacyefficacy

Can I Succeed at the Can I Succeed at the Task?Task?

Expectations for successExpectations for success Bandura’s sense of personal efficacyBandura’s sense of personal efficacy Related to one’s ability self Related to one’s ability self

perceptions andperceptions and

one’s perceptions of the difficulty of one’s perceptions of the difficulty of the taskthe task

Also related to students’, teacher’s, Also related to students’, teacher’s, clients’, and therapists’ beliefs about clients’, and therapists’ beliefs about intelligences and motivationintelligences and motivation

Do I Want to Do It and Do I Want to Do It and Why?Why?


Subjective Task ValueSubjective Task Value

Subjective Task Subjective Task ValueValue

Interest Value – Enjoyment one Interest Value – Enjoyment one gets from doing the activity itselfgets from doing the activity itself

Utility Value – Relation of the Utility Value – Relation of the activity to one’s short and long activity to one’s short and long range goalsrange goals

Subjective Task Value Subjective Task Value

• AttAttainment Value:ainment Value: Extent to Extent to which engaging in the activity which engaging in the activity confirms an important component on confirms an important component on one’s self-schema or increases the one’s self-schema or increases the likelihood of obtaining a desired likelihood of obtaining a desired future self or avoiding an undesired future self or avoiding an undesired future self.future self.

Subjective Task Value Subjective Task Value

CCost –ost –Psychological CostsPsychological Costs

Fear of Success, Fear of Failure,Fear of Success, Fear of Failure, AnxietyAnxiety

Financial CostsFinancial Costs

Lost Opportunities to Fulfill Other Lost Opportunities to Fulfill Other GoalsGoals

or to do Other Activitiesor to do Other Activities

CostCost

Loss of opportunity to do Loss of opportunity to do something else with one’s something else with one’s timetime

Amy StoryAmy Story


Subjective Task ValueSubjective Task Value Self-Determination TheorySelf-Determination Theory

Deci and RyanDeci and Ryan Individuals will be most Individuals will be most

motivated to engage in tasks motivated to engage in tasks if they believe they had if they believe they had choice and that they made choice and that they made the decision to be engagedthe decision to be engaged


Subjective Task ValueSubjective Task Value Self-Determination TheorySelf-Determination Theory Goal TheoryGoal Theory

Goal TheoryGoal Theory Mastery GoalsMastery Goals

Learn the material for the sake of learningLearn the material for the sake of learning Focus on improvement over time Focus on improvement over time

Performance Approach GoalsPerformance Approach Goals Do better than other peopleDo better than other people Demonstrate one’s ability by getting a good Demonstrate one’s ability by getting a good

gradegrade

Performance Avoidance GoalsPerformance Avoidance Goals Avoid doing worse than other peopleAvoid doing worse than other people Avoid failureAvoid failure

Consequences of GoalsConsequences of Goals

Mastery GoalsMastery Goals Pick challenging tasksPick challenging tasks Learn from mistakesLearn from mistakes Do not make inferences about one’s “stable” Do not make inferences about one’s “stable”

ability from performance feedbackability from performance feedback Performance Avoidance GoalsPerformance Avoidance Goals

See failures as sign of lack of “stable” ability See failures as sign of lack of “stable” ability (intelligence in the case of school work)(intelligence in the case of school work)

So avoid failure at all costsSo avoid failure at all costs Give up following failureGive up following failure Pick easy tasksPick easy tasks

Consequences of GoalsConsequences of Goals

Performance Approach GoalsPerformance Approach Goals Not clear, depends on whether Not clear, depends on whether

combined with Mastery Goals or combined with Mastery Goals or Performance Avoidance GoalsPerformance Avoidance Goals

Goal 2Goal 2

Developmental Changes in Developmental Changes in MotivationMotivation

Goal 2Goal 2

Developmental Changes in Developmental Changes in MotivationMotivationGeneral declines on all aspects of General declines on all aspects of motivation for school motivation for school achievement with increasing age achievement with increasing age and increasing grade leveland increasing grade level

Goal 2Goal 2Developmental Changes in MotivationDevelopmental Changes in Motivation

General declines on all aspects of General declines on all aspects of motivation for school achievement with motivation for school achievement with increasing age and increasing grade levelincreasing age and increasing grade level

Marked accelerations in these declines Marked accelerations in these declines occur around major school transitions for occur around major school transitions for any students having difficulty prior to the any students having difficulty prior to the transitiontransition

Changes in Motivation Changes in Motivation Associated with Transition Associated with Transition

into Middle Grades into Middle Grades Decline in General Interest in SchoolDecline in General Interest in School Increase in Extrinsic Motivational Increase in Extrinsic Motivational

OrientationOrientation Work for Grades and TestsWork for Grades and Tests

Decrease in Intrinsic Motivational Decrease in Intrinsic Motivational OrientationOrientation Work for Enjoyment of Subject and Desire to Work for Enjoyment of Subject and Desire to

LearnLearn Increase in Test Anxiety and in the Increase in Test Anxiety and in the

Relation of Test Anxiety to School Relation of Test Anxiety to School Performance and Intrinsic MotivationPerformance and Intrinsic Motivation


into Middle Gradesinto Middle Grades Decline in Confidence in Some Academic Decline in Confidence in Some Academic

Disciplines Disciplines Math and Physical Science for Many StudentsMath and Physical Science for Many Students Literacy-Related Subject Areas for Some Literacy-Related Subject Areas for Some

StudentsStudents

Decline in Subjective Task Value attached Decline in Subjective Task Value attached to Some Academic Disciplines to Some Academic Disciplines Math and Physical Science for Many StudentsMath and Physical Science for Many Students Literacy-Related Subject Areas for Some Literacy-Related Subject Areas for Some

StudentsStudents


into Middle Gradesinto Middle Grades Increase in Endorsement of View that Ability Increase in Endorsement of View that Ability

is Stable Entity rather than Incremental Skill is Stable Entity rather than Incremental Skill (Dweck) (Dweck)

Increase in Ego-Focused and Performance-Increase in Ego-Focused and Performance-Oriented Motivation (Nicholls, Ames, Midgley, Oriented Motivation (Nicholls, Ames, Midgley, Maehr, Elliott)Maehr, Elliott) Focus on Doing Better than OthersFocus on Doing Better than Others Focus on Avoiding Doing Worse than OtherFocus on Avoiding Doing Worse than Other

Decline in Mastery MotivationDecline in Mastery Motivation Focus on Learning to be LearningFocus on Learning to be Learning

Other Changes Other Changes

Declines in general self esteemDeclines in general self esteem Increases in depressionIncreases in depression Increases in the gender differences Increases in the gender differences

in depressionin depression Increases in involvement in all types Increases in involvement in all types

of problem behaviorsof problem behaviors Increasing alienationIncreasing alienation

Why?Why?

Most common explanations focus on the Most common explanations focus on the biological changes associated with biological changes associated with puberty or cognitive changes during puberty or cognitive changes during middle childhood and early adolescencemiddle childhood and early adolescence

New brain research on changes in frontal New brain research on changes in frontal lobe during early adolescencelobe during early adolescence

Alternatively we could look to shared Alternatively we could look to shared social transitionssocial transitions

For example, let us consider the transition For example, let us consider the transition into secondary schoolinto secondary school

Few studies available to distinguish Few studies available to distinguish between these hypothesesbetween these hypotheses

Roberta Simmons and Dale Blyth’s Roberta Simmons and Dale Blyth’s workwork Compared adolescents moving through Compared adolescents moving through

two types of school systems in same citytwo types of school systems in same city K-8, 9-12 (ages 6-14; 15-18) versusK-8, 9-12 (ages 6-14; 15-18) versus 1-6, 7-9, 10-12 (ages 6-12, 13-15, 16-18)1-6, 7-9, 10-12 (ages 6-12, 13-15, 16-18)

First compared self esteem changes:First compared self esteem changes: Found transitional effects for girls onlyFound transitional effects for girls only

Self Esteem Data From Self Esteem Data From Simmons & Blyth – Girls Simmons & Blyth – Girls

OnlyOnly

0

10

20

30

40

50

60

70

6 7 8 9 10

K-8 GirlsJHS Girls

School Year

SelfEsteem

Simmons’ Explanation for Simmons’ Explanation for Gender DifferencesGender Differences

At this age, girls are at the height of At this age, girls are at the height of pubertal developmentpubertal development

Stress theories suggest that dealing Stress theories suggest that dealing with multiple changes is more with multiple changes is more difficult than dealing with single life difficult than dealing with single life changeschanges

Therefore, the Junior High School Therefore, the Junior High School Transition should be more stressful Transition should be more stressful for girls than for boysfor girls than for boys

BUTBUT On the one hand, her self esteem On the one hand, her self esteem

findings are consistent with this findings are consistent with this interpretation and interpretation and

She has other data showing that the She has other data showing that the declines in self esteem at this age are declines in self esteem at this age are directly linked to the number of other directly linked to the number of other life transitions such as geographical life transitions such as geographical moves, marital disruptions, and family moves, marital disruptions, and family deathsdeaths

BUT the gender differences in the BUT the gender differences in the patterns of change are not consistent …patterns of change are not consistent …

Eccles and Midgley Stage Eccles and Midgley Stage Environment ApproachEnvironment Approach

We argued that it is not the transition itself We argued that it is not the transition itself that matters but the nature of that that matters but the nature of that transition.transition.

Person Environment Fit theories suggest Person Environment Fit theories suggest thatthat People are optimally motivated with there is a People are optimally motivated with there is a

good fit between the needs of the individual and good fit between the needs of the individual and the opportunities provided by the environments the opportunities provided by the environments in which they must work, live, and studyin which they must work, live, and study

Bad fits lead to less than optimal motivation and Bad fits lead to less than optimal motivation and mental health problems mental health problems

What are these What are these needs?needs?

Connell, Deci & RyanConnell, Deci & Ryan Competence – Mastery, ChallengeCompetence – Mastery, Challenge Emotional Support – Belonging, Emotional Support – Belonging,

AttachmentAttachment Autonomy – Personal ControlAutonomy – Personal Control

Other needsOther needs Mattering – Making a meaningful Mattering – Making a meaningful

differencedifference Responsibility – Being a contributing Responsibility – Being a contributing

member of one’s social groupmember of one’s social group Identity – Knowing one’s place in Identity – Knowing one’s place in

one’s social contextone’s social context Engagement – Challenge and Engagement – Challenge and

EnjoymentEnjoyment

Stage Environment FitStage Environment Fit

Perhaps the motivational changes Perhaps the motivational changes seen during this age period reflect seen during this age period reflect the fact that we force young people the fact that we force young people to move from a good fitting to move from a good fitting elementary school environment to a elementary school environment to a poor fitting secondary school poor fitting secondary school environment.environment.

Environmental Changes in Environmental Changes in School Level School Level

CharacteristicsCharacteristics

Increase in School SizeIncrease in School Size

Increase in Curricular Increase in Curricular

DepartmentalizationDepartmentalization

Increase in Formal Bureaucratic Increase in Formal Bureaucratic

StructuresStructures

Building Level and Building Level and Classroom Level ChangesClassroom Level Changes

These types of building level changes lead These types of building level changes lead to other changes at both the building and to other changes at both the building and classroom levelclassroom level Decrease in Teachers’ Trust of StudentsDecrease in Teachers’ Trust of Students

Increase in Teachers’ Concern with ControlIncrease in Teachers’ Concern with Control

Decrease in Teachers’ Sense of EfficacyDecrease in Teachers’ Sense of Efficacy

Decrease in Opportunity for Close Student-Decrease in Opportunity for Close Student-Teacher Relationships to FormTeacher Relationships to Form

In TurnIn Turn

Decrease in Student AutonomyDecrease in Student Autonomy

Decrease in Student Participation in Decrease in Student Participation in Classroom Decision MakingClassroom Decision Making

Other Building Level and Other Building Level and Classroom Level ChangesClassroom Level Changes

Focus on Sorting and Testing Focus on Sorting and Testing More Rigorous Grading Practices Based More Rigorous Grading Practices Based

on Normative Performanceon Normative Performance

Increase in Use of Extrinsic Motivational Increase in Use of Extrinsic Motivational StrategiesStrategies

More Whole Class Instruction TechniquesMore Whole Class Instruction Techniques

More Ability GroupingMore Ability Grouping

All of which are likely to lead to All of which are likely to lead to increases inincreases in

Students’ Focus on Ability as a Stable Students’ Focus on Ability as a Stable

EntityEntity

Students’ Performance- rather than Students’ Performance- rather than Mastery-focused MotivationMastery-focused Motivation

ConclusionsConclusions

Research suggests that there are Research suggests that there are systematic differences in the building systematic differences in the building level and classroom level environmental level and classroom level environmental characteristics of 6characteristics of 6thth grades in grades in elementary schools and 7elementary schools and 7thth grades in grades in junior high schoolsjunior high schools

Furthermore, these changes are directly Furthermore, these changes are directly at odds with the developmental needs of at odds with the developmental needs of early adolescenceearly adolescence

DEVELOPMENTAL CHARACTERISTICS DEVELOPMENTAL CHARACTERISTICS OF EARLY ADOLESCENTSOF EARLY ADOLESCENTS

Increased Desire for AutonomyIncreased Desire for Autonomy Increased Salience of Identity IssuesIncreased Salience of Identity Issues Continuing Need for Safe Environment in Continuing Need for Safe Environment in

which to explore Autonomy and Identitywhich to explore Autonomy and Identity Increased Peer OrientationIncreased Peer Orientation Increased Importance of HeterosexualityIncreased Importance of Heterosexuality Increased Self-Focus and Self-ConsciousnessIncreased Self-Focus and Self-Consciousness Increased Cognitive Capacity with Movement Increased Cognitive Capacity with Movement

toward Formal Operational Thoughttoward Formal Operational Thought Physical and Hormonal Changes Associated Physical and Hormonal Changes Associated

with Pubertal Development with Pubertal Development

Other TransitionsOther Transitions We see similar effects with the high We see similar effects with the high

school transitionschool transition Particularly for ethnic and racial Particularly for ethnic and racial

minority studentsminority students Stereotype Threat (Claude Steele)Stereotype Threat (Claude Steele) Discrimination experiences (Michelle Fine)Discrimination experiences (Michelle Fine) Supportive role of Racial Identity (Carol Supportive role of Racial Identity (Carol

Wong, Jacque Eccles)Wong, Jacque Eccles)

And for students who are doing And for students who are doing poorly academicallypoorly academically (Michelle Fine, Niobe Way)(Michelle Fine, Niobe Way)

Some researchers see it Some researchers see it with the college transitionwith the college transition

Again particularly for ethnic and racial Again particularly for ethnic and racial minority students –minority students – Stereotype Threat (Claude Steel)Stereotype Threat (Claude Steel) Racial Discrimination Sensitivity (Geraldine Racial Discrimination Sensitivity (Geraldine

Downey)Downey) Supportive role of Racial Identity (Robert Supportive role of Racial Identity (Robert

Sellers, Tabbye Chavous)Sellers, Tabbye Chavous) And other groups who are also in the And other groups who are also in the

minorityminority Social Class ,Social Class ,

These same principles apply in These same principles apply in organizational settingsorganizational settings

There are social contextual features There are social contextual features that are likely to influence people’s that are likely to influence people’s motivation and mental healthmotivation and mental health

These are likely to influence These are likely to influence engagement in therapy ala previous engagement in therapy ala previous speakersspeakers

THANK YOUTHANK YOU

WWW.RCGD.ISR.UMICH.EDU/WWW.RCGD.ISR.UMICH.EDU/GARPGARP

Michigan Study of Adolescent Life Transitions(MSALT)

U of M Affiliated Investigators:

Waves 1-4 Jacque Eccles Carol Midgley Allan Wigfield Jan Jacobs Connie Flanagan Harriet Feldlaufer David Reuman Doug MacIver Dave Klingel Doris Yee Christy Miller

Buchanan

Waves 5-8 Jacque Eccles Bonnie Barber Lisa Colarossi Deborah Jozefowicz Pam Frome Sarah Lord Robert Roeser Laurie Meschke

OVERVIEW OF DESIGN AND SAMPLE:OVERVIEW OF DESIGN AND SAMPLE:Michigan Study of Adolescent Development– Michigan Study of Adolescent Development–

MSALTMSALT

DESIGN: DESIGN: On-going Longitudinal Study of One On-going Longitudinal Study of One Birth Cohort Birth Cohort

Data Collected in Grades 6, 7, 10, 12; Data Collected in Grades 6, 7, 10, 12; and again at Ages 20 and again at Ages 20

and 25and 25Data Collected from Adolescents, Data Collected from Adolescents,

Parents, and School Parents, and School Survey Forms and ObservationsSurvey Forms and Observations

SAMPLE:SAMPLE: Nine School DistrictsNine School DistrictsApproximately 1,200 AdolescentsApproximately 1,200 AdolescentsApproximately 90% WhiteApproximately 90% WhiteApproximately 51% FemaleApproximately 51% FemaleWorking/Middle Class BackgroundWorking/Middle Class Background

MSALT Study DesignMSALT Study Design

W1W1 W2W2 W3W3 W4W4 W5W5 W6W6

Fall 1983Fall 1983 Spring 1984Spring 1984 Fall 1984Fall 1984 Spring 1985Spring 1985 Spring 1988Spring 1988 Spring 1990Spring 1990

6th6th

GradeGrade7th7th

GradeGrade10th10th

GradeGrade12th12th

GradeGrade

StudentsStudents NN=3135=3135 NN=1492=1492 NN=1384=1384

DistrictsDistricts NN=12=12 NN=6=6 NN=9=9

ClassroomsClassrooms NN=117=117 NN=131=131 -------- --------

MSALT ResultsMSALT Results

First, I’ll summarize the teacher First, I’ll summarize the teacher differences we found between 6differences we found between 6thth and and 77thth grade teachers (before and after grade teachers (before and after the junior high school transition)the junior high school transition)

Second, I’ll summarize the relation of Second, I’ll summarize the relation of these changes to changes in the these changes to changes in the students’ school-related motivation for students’ school-related motivation for mathematicsmathematics

Teacher BeliefsTeacher Beliefs

0

5

10

15

20

25

Trust Control Efficacy

Sixth GradeSeventh Grade

Observed Classroom Observed Classroom Environment Environment

20

25

30

35

40

45

WholeClass

Coop. Compare

6th Grade7th Grade

Teacher Rates Student Teacher Rates Student Decision-Making Decision-Making

OpportunitiesOpportunities

0102030405060708090

100

Percent Yes

Where Sit Classwork MakingRules

Do Next

6th Grade7th Grade

Relation of Teacher Sense Relation of Teacher Sense of Efficacy to Student of Efficacy to Student Expectations for Own Expectations for Own Performance in MathPerformance in Math

Created Four Groups of Students Created Four Groups of Students Based on Change in Teachers’ Sense Based on Change in Teachers’ Sense of Efficacy as They Moved from 6of Efficacy as They Moved from 6thth to to 77thth Grade Grade LOW TO LOW = 35%LOW TO LOW = 35% HIGH TO HIGH = 14%HIGH TO HIGH = 14% HIGH TO LOW = 38%HIGH TO LOW = 38% LOW TO HIGH = 13%LOW TO HIGH = 13%

Teacher Sense of Efficacy Teacher Sense of Efficacy and Students’ Self and Students’ Self

ExpectationsExpectations

Found Significant Effects Primarily Found Significant Effects Primarily for Those Students for Whom Their for Those Students for Whom Their 66thth Grade Teachers had the Lowest Grade Teachers had the Lowest Performance ExpectationsPerformance Expectations



40

4244

46

48

5052

54

56

Fall 6th Spring6th

Fall 7th Spring7th

Low LowLow High



40424446485052545658

Fall 6th Spring6th

Fall 7th Spring7th

High HighHigh Low

Perceived Teacher Support Perceived Teacher Support and Students’ Intrinsic and Students’ Intrinsic

Valuing of MathValuing of Math

2527293133353739414345

Fall 6th Spring6th

Fall 7th Spring7th

Low LowLow HighHigh LowHigh High

ConclusionsConclusions Changes in students’ school-related motivation Changes in students’ school-related motivation

are directly linked to the nature of the changes are directly linked to the nature of the changes the students experience in their classroom the students experience in their classroom environments as they make the junior high environments as they make the junior high school transition.school transition.

The patterns of results are consistent with our The patterns of results are consistent with our Stage – Environment Fit Theory or rather our Stage – Environment Fit Theory or rather our Stage – Environment Misfit TheoryStage – Environment Misfit Theory

These findings have implications for the ways These findings have implications for the ways in which the No Child Left Behind legislation is in which the No Child Left Behind legislation is implemented. I leave this for our discussion.implemented. I leave this for our discussion.

Thank You!Thank You!For more For more

information see: information see:

www.rcgd.isr.umich.edu/gwww.rcgd.isr.umich.edu/g

arparp

Individual DifferencesIndividual Differences

Already Noted That We Only Got the Already Noted That We Only Got the Impact of the School Transition for Impact of the School Transition for Students’ Self Expectations for the Students’ Self Expectations for the Low Ability StudentsLow Ability Students

Are There Other Individual Are There Other Individual Differences that Might Effect Differences that Might Effect Susceptibility to the Junior High Susceptibility to the Junior High School Transition Effect?School Transition Effect?

This work suggests that there are both This work suggests that there are both risk factors and protective factors:risk factors and protective factors:

Risk FactorsRisk Factors Low Prior AchievementLow Prior Achievement Test AnxietyTest Anxiety Social AnxietiesSocial Anxieties

Protective FactorsProtective Factors Confidence in One’s Academic and Social Confidence in One’s Academic and Social

AbilitiesAbilities

Other Risk and Other Risk and Protective FactorsProtective Factors

Family LevelFamily Level Support for Autonomy versus Excessive Support for Autonomy versus Excessive

ControlControl Close Relationships versus Hostile Close Relationships versus Hostile

RelationshipsRelationships

Study 2Study 2

Maryland Adolescent Growth In Maryland Adolescent Growth In Context – MADICSContext – MADICS

Look more closely at the impact of Look more closely at the impact of classroom characteristics on change classroom characteristics on change in students’ motivation and mental in students’ motivation and mental healthhealth

Contributors to the Contributors to the Maryland Adolescent Maryland Adolescent

Development in Context Development in Context Study (MADICS)Study (MADICS) Jacquelynne Eccles, PIJacquelynne Eccles, PI

Arnold Sameroff, PIArnold Sameroff, PI

W. Todd BartkoW. Todd Bartko Elaine BelanskyElaine Belansky Diane EarlyDiane Early Kari FraserKari Fraser Leslie GutmanLeslie Gutman Yael HarlapYael Harlap Katie JodlKatie Jodl Ariel KalilAriel Kalil

Linda KuhnLinda Kuhn Alice MichaelAlice Michael Melanie OverbyMelanie Overby Stephen PeckStephen Peck Katherine RosenblumKatherine Rosenblum Robert RoeserRobert Roeser Sherri SteeleSherri Steele Erika TaylorErika Taylor Cynthia WinstonCynthia Winston Carol WongCarol Wong

SampleSampleRespondent characteristics:Respondent characteristics:

African-American African-American N=625N=625 Average age = 11 at Average age = 11 at

Wave 1Wave 1 Seventh grade at W 1Seventh grade at W 1 53 % male53 % male Data being presented Data being presented

today is from waves 1, today is from waves 1, 3, and 4; Grades 7, 8-3, and 4; Grades 7, 8-9, 11-129, 11-12

Family background:Family background: Median Family Income (1993): Median Family Income (1993):

$50-55,000$50-55,000

Highest Education: 38% Highest Education: 38% College DegreeCollege Degree

Highest Occupation: Highest Occupation: 44% Skilled44% Skilled 30% Professional30% Professional

Longitudinal Mixed Longitudinal Mixed MethodsMethods

Face-to-face, in home interviews with Face-to-face, in home interviews with youth and their parents which included youth and their parents which included both close-ended and quite open-ended both close-ended and quite open-ended questionsquestions

Self-administered questionnaires with Self-administered questionnaires with youth and their parentsyouth and their parents

Open-ended phone interviews with youth Open-ended phone interviews with youth and their parentsand their parents

Repeated intensive interviews with a Repeated intensive interviews with a subset of the youthsubset of the youth

School Achievement, Attendance & MotivationSchool Achievement, Attendance & MotivationIn MADICSIn MADICS

7th Grade

Grade Point Average

Days Absent from School

Academic Competence Beliefs

Academic Importance Beliefs

Academic Utility Beliefs

8th Grade

3.67

9.35

5.36

4.05

5.49

3.63

10.78

5.23

3.91

5.15

(ns)

0%

10%

20%

30%

40%

50%

60%

Per

cent

Men

tioni

ngO

nce

in T

wo

Cha

nces

Seventh GradeEighth Grade

School Problem BehaviorsSchool Problem BehaviorsSeventh and Eighth GradeSeventh and Eighth Grade

Sent toPrincipal’sOffice

Cheatedon Tests

SuspendedfromSchool

SkippedClass

BroughtDrugs/Alcohol

Expelledfrom

School

BELONGINGBELONGINGFITFIT

ENGAGEMENTENGAGEMENTPRACTICESPRACTICES

STUDENTSTUDENTAUTONOMYAUTONOMYCLASSROOMCLASSROOM

STUDENTSTUDENT

MENTAL HEALTHMENTAL HEALTH

COMPETENCECOMPETENCESCHOOL CULTURESCHOOL CULTURE

MEDIATORSMEDIATORS

OUTCOMEOUTCOME PSYCHOLOGICALPSYCHOLOGICAL INFLUENCESINFLUENCES

CONNELL, RYAN DECI, SKINNER MOTIVATION MODELCONNELL, RYAN DECI, SKINNER MOTIVATION MODEL

Perceived Middle School Psychological Perceived Middle School Psychological Environment: Conceptualization and Environment: Conceptualization and

Measures.Measures.

School Psychological Environment

Support of Competence

Support of Autonomy

Quality of Relationships

TEACHEREXPECTATIONS

ACADEMIC GOAL STRUCTURES

CURRICULAR MEANINGFULNESS

STUDENT EMPOWERMENT

DISCRIMINATIONEXPERIENCES

TEACHER SUPPORTIVENESS

Quality of Relationships:Quality of Relationships:√√ Perceived Teacher Supportiveness (1 item)Perceived Teacher Supportiveness (1 item)

When you have a personal or social problem in school, how often can you depend on When you have a personal or social problem in school, how often can you depend on your teachers to help you out? (1 = almost never, 3 = sometimes, 5 = almost always)your teachers to help you out? (1 = almost never, 3 = sometimes, 5 = almost always)

√ √ Perceived Discrimination by Race (5 items) α = .88Perceived Discrimination by Race (5 items) α = .88

At school, how often do you feel that:At school, how often do you feel that:Teachers think you are less smart than you really are because of your race?Teachers think you are less smart than you really are because of your race?Teachers/Counselors discourage you from taking certain classes because of your Teachers/Counselors discourage you from taking certain classes because of your race?race?You are disciplined more harshly than other kids because of your race?You are disciplined more harshly than other kids because of your race?

√ √ Perceived Discrimination by Gender (5 items) Perceived Discrimination by Gender (5 items) α = .82α = .82

At school, how often do you feel that:At school, how often do you feel that:Teachers call on you less often than they call on kids of the opposite sex?Teachers call on you less often than they call on kids of the opposite sex?Teachers/Counselors discourage you from taking certain classes because of your sex?Teachers/Counselors discourage you from taking certain classes because of your sex?You are disciplined more harshly by teachers than kids of the opposite sex?You are disciplined more harshly by teachers than kids of the opposite sex?

(1 = never, 3 = a couple of times a month, 5 = every day)(1 = never, 3 = a couple of times a month, 5 = every day)

Percentage of Adolescents Reporting Different Percentage of Adolescents Reporting Different Phenomenological Risks and Protection Associated Phenomenological Risks and Protection Associated

with Schoolwith School

0

10

20

30

40

50

60

70

80

90

100

Sch

ool

Rel

ativ

e A

bilit

yFo

cus

Rac

ial

Dis

crim

inat

ion

in S

choo

l

Gen

der

Dis

crim

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ion

in S

choo

l

Sch

ool

Mas

tery

Foc

us

Mea

ning

ful

Cur

ricul

um

Aut

onom

yP

rovi

sion

s

Teac

her

Sup

port

Pos

itive

Teac

her

Exp

ecta

tions

% Y

outh

Risk Factors Protective Factors

Change in Psychological Distress and School Change in Psychological Distress and School MotivationMotivation

by (Risks-Protections) in Schoolby (Risks-Protections) in SchoolSeventh to Eighth GradeSeventh to Eighth Grade

-0.4

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

0.5

-4 -3 -2 -1 0 1 2 3

Distress Motivation

More Protections <--------------------> More Risks

Cha

nge

in R

elat

ive

Sta

tus

(Sta

ndar

d U

nits

)

Change in School Problem Behaviors and GPAChange in School Problem Behaviors and GPAby (Risk - Protective) Factors in Schoolby (Risk - Protective) Factors in School

Seventh to Eighth GradeSeventh to Eighth Grade

-0.50

-0.35

-0.20

-0.05

0.10

0.25

0.40

0.55

-4 -3 -2 -1 0 1 2 3

School Problems Grade Point Average

More Protections <--------------------> More Risks

Cha

nge

in R

elat

ive

Sta

tus

(Sta

ndar

d U

nits

)

ConclusionConclusion

Indicators of both academic Indicators of both academic achievement-related outcomes and achievement-related outcomes and mental health increase as the mental health increase as the number of perceived school related number of perceived school related protective factors increase and protective factors increase and decrease as the number of perceived decrease as the number of perceived school-related risk factors increase.school-related risk factors increase.

Now what about individual Now what about individual differences differences

Thank YouThank You

More details and copies can be More details and copies can be found at found at

www.rcgd.isr.umich.edu/garp/www.rcgd.isr.umich.edu/garp/

The EndThe End

Thank youThank you

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