Development of the Teacher Rating of Academic Achievement Motivation: TRAAM

Stinnett, Terry A.; Oehler-Stinnett, Judy; Stout, Larry

doi:10.1080/02796015.1991.12085582

Cited by 25 publications

(9 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…a large body of research has examined how the personal characteristics of the child influence learning and achievement. Researchers have found that children's behaviors, such as study skills (e.g., gettinger & Knopik, 1987), and psychological attributes, such as motivation (e.g., Stinnett, Oehler-Stinnett, & Stout, 1991), are predictive of academic achievement. One behavioral characteristic that has been identified as a strong associate of school achievement is academic competence, a multidimensional construct encompassing children's academic skills, attitudes toward school and learning, and learning-oriented behaviors that contribute directly to school achievement and performance (DiPerna & elliot, 1999).…”

Section: Children's Personal Characteristicsmentioning

confidence: 99%

Parental Involvement and Children's School Achievement

Rogers

Theule

Ryan

et al. 2009

Canadian Journal of School Psychology

140

View full text Add to dashboard Cite

This study used path analytic techniques and an ecological framework to examine the association between children's perceptions of their parents' educational involvement, children's personal characteristics, and their school achievement. Fathers' academic pressure was predictive of lower achievement, whereas mothers' encouragement and support predicted higher achievement. Both parents used more academic pressure with their sons, whereas using more encouragement and support with their daughters. The effects of parental involvement were mediated through children's academic competence. This study demonstrates the interactive influences of parents' educational involvement and children's personal characteristics in predicting school achievement. Implications for practice and research in school psychology are presented.

show abstract

Section: Children's Personal Characteristicsmentioning

confidence: 99%

Parental Involvement and Children's School Achievement

Rogers

Theule

Ryan

et al. 2009

Canadian Journal of School Psychology

140

View full text Add to dashboard Cite

show abstract

“…Although not a validated instrument for measuring teacher perceptions of student IM, the items selected from the teacher survey were similar to questions included in past surveys of teacher-perceived student motivation. The following five variables asked teachers to rate student actions on a scale of 1 to 3 ( Never, Sometimes, Very Often ): (a) keep on task until he or she is finished, even if it takes a long time (Teacher Rating of Academic Achievement Motivation [TRAAM]; Stinnett et al, 1991); (b) join group activities without being told to do so (Ginsburg & Bronstein, 1993; Sweet et al, 1998); (c) do things on his or her own even if they are hard (TRAAM; Stinnett et al, 1991; Sweet et al, 1998); (d) ask for what he or she needs to do his or her best in class (Sweet et al, 1998); and (e) communicate his or her thoughts and ideas (Sweet et al, 1998). The composite variable of all five teacher-rating variables had a Cronbach’s alpha reliability estimate of .79.…”

Section: Methodsmentioning

confidence: 99%

“…Past investigations that have studied teacher perceptions of student IM have used observable student engagement behavior items. For example, student communicates feeling related to a book (Sweet, Guthrie, & Ng, 1998) or student continues to work on problems until they are solved or understood (Stinnett, Oehler-Stinnett, & Stout, 1991). However, studies that have compared teacher report and student self-report of academic IM have found positive but not strong correlations (Gottfried, 1985; Grolnick & Ryan, 1990).…”

Section: Differences In Academic Intrinsic Motivation Among Students mentioning

confidence: 99%

“…The lack of strong correlation between teacher and student report of IM may be attributed to some survey items that teachers rate students’ academic motivation on pertain to statements of behaviors that can be difficult to physically observe. For instance, Stinnett et al (1991) asked teachers to rate student academic motivation on the following unobservable behavior, “shows pride in work” (p. 279). It is unclear how a teacher would differentiate “pride” from “happiness” or other similar constructs.…”

Section: Differences In Academic Intrinsic Motivation Among Students mentioning

confidence: 99%

“…Hence, we take Reeve’s (2012) recommendation to include items of observable student classroom behaviors to measure teacher report of student academic motivation. This study uses teacher-reported survey data questions of the Special Education Elementary Longitudinal Study (SEELS, Holden-Pitt, 2005) that are similar to teacher-reported survey items of student academic motivation used in past studies (Ginsburg & Bronstein, 1993; Stinnett et al, 1991; Sweet et al, 1998).…”

Section: Differences In Academic Intrinsic Motivation Among Students mentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities

Daniel

Cooc

2018

J Spec Educ

View full text Add to dashboard Cite

Students who report high levels of intrinsic motivation (IM) perform better on academic tasks compared with students who report low levels of IM. However, there is a paucity of data on IM for several disability categories (e.g., intellectual disability). The focus of this study was to use a nationally representative sample of students with disabilities to understand whether teachers’ perceptions of students’ academic IM varied by disability categories. Correlation and regression models were used to determine factors that influenced teachers’ perceptions of academic IM for students with disabilities. Controlling for external factors, such as parental expectation of their child’s academic career and teachers’ pedagogical competence, attenuated gaps in teacher perception of student IM between students with intellectual disability and learning disability. Including student classroom collaboration variables such as frequency of participation in peer work and classroom discussion to the model reduced disparities in teacher-perceived academic IM between students with autism and learning disabilities.

show abstract

Children's Sensitivity to Cost and Reward in Decision Making across Distinct Domains of Probability, Effort, and Delay

Gatzke‐Kopp

Ram

Lydon‐Staley

et al. 2017

Behavioral Decision Making

View full text Add to dashboard Cite

Many behavioral paradigms used to study individuals' decision-making tendencies do not capture the decision components that contribute to behavioral outcomes, such as differentiating decisions driven toward a reward from decisions driven away from a cost. This study tested a novel decision-making task in a sample of 403 children (age 9 years) enrolled in an ongoing longitudinal study. The task consisted of three blocks representing distinct cost domains (delay, probability, and effort), wherein children were presented with a deck of cards, each of which consisted of a reward and a cost. Children elected whether to accept or skip the card at each trial. Reward-cost pairs were selected by using an adaptive algorithm to strategically sample the decision space in the fewest number of trials. Using person-specific regression models, decision preferences were quantified for each cost domain with respect to general tolerance (intercept), as well as parameters estimating the effect of incremental increases in reward or cost on the probability of accepting a card. Results support the relative independence of decision-making tendencies across cost domains, with moderate correlations observed between tolerance for delay and effort. Specific decision parameters showed unique associations with cognitive and behavioral measures including executive function, academic motivation, anxiety, and hyperactivity. Evidence indicates that sensitivity to reward is an important factor in incentivizing decisions to work harder or wait longer. Dissociating the relative contributions of reward and cost sensitivity in multiple domains may facilitate the identification of heterogeneity in suboptimal decision making.

show abstract

Development of the Teacher Rating of Academic Achievement Motivation: TRAAM

Cited by 25 publications

References 39 publications

Parental Involvement and Children's School Achievement

Parental Involvement and Children's School Achievement

Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities

Children's Sensitivity to Cost and Reward in Decision Making across Distinct Domains of Probability, Effort, and Delay

Contact Info

Product

Resources

About