Motivation and Learning Environment Differences in Inner-City Middle School Students

Going the Distance with Distance Learning: An analysis of Motivational Factors that Influence E-Learning Course Completion Rates

“…Lower levels of self-motivation and career aspiration, combined with uncertain goals, inadequate work habits, and immature attitudes and perceptions, were associated with an increased likeliness to drop out of school (Hoyt, 1999;Morrison, 1999;Spanard, 1990;Waxman & Huang, 1996). The research also suggests that the lower the amount of environmental support (e.g., family, instructor, job, social), the more likely the student will drop out of school (Hoyt, 1999;Waxman & Huang, 1996).…”

Resilient and Nonresilient Hispanic English Language Learners' Attitudes Toward Their Classroom Learning Environment in Mathematics

“…A particular set of personal characteristics of resilient students include high expectations, beliefs that life has meaning, goal direction, personal agency, interpersonal problem solving skills, social competence like responsiveness, autonomy, and a sense of purpose and future (Bernard, 1997;Padrón et al, 1999;Waxman & Huang, 1996;Waxman, Huang, & Padrón, 1997;Waxman, Huang, & Wang, 1997). These personal characteristics are the result of transactional processes with one's environment.…”

“…The classroom learning environment has also been extensively researched in the past 3 decades (Bernard, 1997;Borman & Overman, 2004;Downey, 2008;Fraser, 1998;Haertel, Walberg, & Haertel, 1981;Masten et al, 2008;Morrison et al, 2006;Nettles, Mucherah, & Jones, 2000;Padrón et al, 1999;Waxman & Huang, 1996;Waxman, Huang, & Padrón, 1997;Waxman, Huang, & Wang, 1997c). Several major reviews and research syntheses of these studies have concluded that the socio-psychological environment significantly affects students' cognitive and affective outcomes (Fraser, 1998(Fraser, , 1990Haertel et al, 1981).…”

“…These personal characteristics are the result of transactional processes with one's environment. Therefore, just as important as the discovering of personal attributes that promote resilience; it is also important to identify protective factors within students' environment such as family, school, and community (Bernard, 1997;Borman & Overman, 2004;Masten et al, 2008;Morrison et al, 2006;Padrón et al, 1999;Waxman & Huang, 1996;Waxman, Huang, & Wang, 1997;Waxman, Huang, & Padrón, 1997). For Hispanic children who are struggling academically, the classroom learning environment can and should become a protective environment for academic, social, and psychological growth where resilience characteristics can be fostered and developed (Padrón et al, 2003;Rivera & Waxman, 2007).…”

Investigation of the Variables Affecting the Math Achievement of Resilient Students at School and Student Level

“…Zorlu koşulların üstesinden gelerek başarıyı yakalayan dirençli öğrencilerin başarılarını yordayan değişkenlerin belirlenmesi alan yazınında daha da önem kazanmaya başlamıştır (Condly, 2006;Grassi, 2014). Dirençli öğrencilerin eğitim yaşantılarında nasıl başarılı kalabildiklerini ve başarısızlıkların nedenlerini irdelemek daha çok akademik başarıyı yordayan değişkenlere odaklanmamızı sağlayacaktır (Grassi, 2014;Waxman ve Huang, 1996). Son yıllarda yapılan araştırmalarda olumlu okul iklimi, artan akademik başarı, olumlu öğrenme ortamı, etkili risk yönetimi ve öğretmen memnuniyeti ile doğrudan ilişkilendirilen önemli bir değişken olarak savunulmaktadır (Cohen, 2013;Cohen ve Geier, 2010).…”