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Recent research indicates that students are adopting a consumerist approach to education, while data shows that the best academic outcomes are associated with intrinsic motivation. The goal of the study was to explore student academic motivation in an undergraduate Principles of Chemistry I class. The study targeted 432 students enrolled in 9 sections of the class over two semesters at a mid-sized, public four year university. Student academic motivation was measured using the adapted Academic Motivation Scale (AMS). A total of 311 students returned the survey (response rate = 72 %). The results indicated that students enrolled in IntroductionA significant number of scholarly reports on student motivation comes from the college classroom environment and indicates that student motivation is vital for success at the university level (Astin, 1984;Howey, 1999;Pintrich, 1988aPintrich, , 1988bRyan et al., 1985). Student motivation has been shown to be a determinant of academic performance and achievement (Pintrich, 2004) with motivated students having better class attendance (Moore et al., 2008) and course grades (Wilson and Wilson, 2007), including a higher first-year academic performance (Allen et al. 2007). Historically, psychologists have viewed motivation as a unitary concept-one that differs in amount rather than type. In contrast, Self Determination Theory (SDT) (Deci and Ryan, 2008) considers motivation to be a differentiated concept that differs in type and exists along an underlying continuum of autonomy (Ryan & Deci, 2000): amotivation (AM), extrinsic motivation (EM) and intrinsic motivation (IM). The Academic Motivation Scale (AMS; Figure 1) (Vallerand et al., 1992), a well-tested metric for exploring academic motivation within the SDT perspective, further subdivides IM and EM into three subscales each.With amotivation, the person perceives (1) a lack of contingency between behavior and the attainment of desired outcomes and/or (2) a lack of ability to perform the behavior that is necessary to attain desired outcomes. As a result, the person experiences passivity and an absence of autonomy.With extrinsic motivation, the person does an activity, because it leads to a separable outcome or consequence, such as obtaining a reward or avoiding a punishment. SDT specifies three types of extrinsic motivation that vary in the degree to which they are internalized into the self and, therefore, autonomous. The least internalized type of extrinsic motivation is external regulation (EM-External Regulation; EM-ER), in which the person is motivated by the salience of external rewards or punishments. The next type of extrinsic motivation is introjected regulation (EM-Introjected Regulation; EM-IN), in which the person is motivated by the salience of internal rewards (e.g., pride) or punishments (e.g., guilt). Both external regulation and introjected regulation are experienced as relatively controlled forms of extrinsic motivation. As the process of internalization proceeds, the next type of extrinsic motivation is identif...

The study investigated the consultation approaches of collaborative-directive and collaborativenondirective and the influence of teacher expectations for consultation on their ratings of consultation success. Teachers viewed videotaped consultation sessions of a collaborative-directive or collaborative-nondirective consultation session that either matched or mismatched their expectations. The study found significantly higher ratings for the consultants and interventions when the collaborative-directive approach was used. In addition, teachers in conditions that matched their expectations for consultation rated consultants and interventions significantly higher than did teachers in mismatched conditions. The importance of this line of research lies in its practical application, allowing practitioners of consultation and trainers of school psychologists greater knowledge in selection of the appropriate consultation approach to maximize perceived consultant effectiveness and intervention acceptability. C 2009 Wiley Periodicals, Inc.Researchers in the area of school-based consultation have attempted to determine the most effective approach for consultation success. Although the collaborative-directive and collaborativenondirective approaches to consultation were introduced by Gutkin (1999), few published studies have addressed this new conceptualization of consultation (which may reflect a change in published literature toward problem-specific consultation [e.g., for students with Attention-Deficit/ Hyperactivity Disorder {ADHD} or grief issues] and away from approach-oriented research). Additionally, the school-based consultation literature identifies teacher expectations for consultation as key to consultation success. The current research investigated whether teacher expectations for consultation more closely align with the collaborative-directive or the collaborative-nondirective approach to consultation and examined the impact of matching or mismatching teachers' expectations for consultation on their subsequent ratings of consultant effectiveness and intervention acceptability. Collaborative and Expert ApproachesMuch of the present literature in the area of school-based consultation has focused on determining the most effective approach for school psychologists to use when consulting with teachers regarding academic, behavioral, and social-emotional behavior. However, the empirical focus on collaborative and expert approaches to consultation has dominated the consultation process literature. Thus, an academic debate has emerged between the collaborative and expert camps with proponents of each touting empirical evidence interpreted as supporting their respective approaches.The collaborative approach is generally believed to include the consultee in determining the content and process of consultation to a greater extent than other approaches. The psychologist offers a forum for processing the consultee's ideas without becoming directive. With the assistance of the consultant, the consultee identifies the issue t...

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