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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?
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?
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?
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?
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?
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
Do I Want to Do It and Do I Want to Do It and Why?Why?
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
Do I Want to Do It and Do I Want to Do It and Why?Why?
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
Changes in Motivation Changes in Motivation Associated with Transition Associated with Transition
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
Changes in Motivation Changes in Motivation Associated with Transition Associated with Transition
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
Teacher Sense of Efficacy Teacher Sense of Efficacy and Students’ Self and Students’ Self
ExpectationsExpectations
40
4244
46
48
5052
54
56
Fall 6th Spring6th
Fall 7th Spring7th
Low LowLow High
Teacher Sense of Efficacy Teacher Sense of Efficacy and Students’ Self and Students’ Self
ExpectationsExpectations
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
inat
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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