Negative Effects of Traditional Middle Schools on Students' Motivation

Eccles, Jacquelynne S.; Wigfield, Allan; Midgley, Carol; Reuman, David A.; Iver, Douglas Mac; Feldlaufer, Harriet

doi:10.1086/461740

Cited by 455 publications

(370 citation statements)

References 42 publications

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“…This study's findings therefore suggest that support perceptions are fixed neither in persons nor in time. Although previous researchers have investigated associations between changes in school environments and changes in psychological and academic functioning, they have generally focused on linear patterns attributable to other broader changes such as school transitions and developmental shifts (Eccles, Wigfield, Midgley, & Reuman, 1993;Reddy, Rhodes & Mulhall, 2003;Seidman, Aber, Allen, & French, 1996). The findings from this study highlight the need for dynamic approaches to studying students' adaptation over time.…”

Section: Discussionmentioning

confidence: 86%

Supportive adult relationships and the academic engagement of Latin American immigrant youth

Green

Rhodes

Hirsch

et al. 2008

Journal of School Psychology

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The central aim of this study was to explore the academic engagement trajectories of a sample of recently arrived immigrant students from Latin America. Using an analytic framework that can dynamically model time-sensitive fluctuations (HLM; [Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchicical Linear Models: Applications and Data Analysis Methods (2nd Edition ed.). Thousand Oaks, CA: Sage Publications]), we explored how initial engagement, gender, and support from caring adults at school shaped youths' engagement over time. Students reported a range of engagement trajectories, with gender and support emerging as important predictors of youths' engagement trajectories. Additionally, perceptions of support fluctuated from year to year, and these fluctuations were linked to youths' academic engagement. The findings point to associations between support perceptions and engagement, including links between students' current academic motivation and effort and their current connections with adults. Taken together, the findings present a nuanced portrait of academic engagement and suggest how relationships at school might facilitate positive academic adjustment among Latin American immigrant students over time. Implications for future research, public policy, and practice are discussed.

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Section: Discussionmentioning

confidence: 86%

Supportive adult relationships and the academic engagement of Latin American immigrant youth

Green

Rhodes

Hirsch

et al. 2008

Journal of School Psychology

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“…It is a difficult time of life at best. Between the ages of 10 and 14, students typically must adjust to puberty, as well as to changes in social relationships with peers, family, and authority figures (Eccles et al, 1993;Elias, Gara, & Ubriaco, 1985;NMSA, 1995;Rudolph, Lambert, Clark, & Kurlakowsky, 2001). Research suggests that difficulties in coping with multiple transitions may underlie some of the negative effects that many students experience during the transition from elementary to middle school (Eccles et al, 1993).…”

Section: The Middle School Differencementioning

confidence: 99%

“…Between the ages of 10 and 14, students typically must adjust to puberty, as well as to changes in social relationships with peers, family, and authority figures (Eccles et al, 1993;Elias, Gara, & Ubriaco, 1985;NMSA, 1995;Rudolph, Lambert, Clark, & Kurlakowsky, 2001). Research suggests that difficulties in coping with multiple transitions may underlie some of the negative effects that many students experience during the transition from elementary to middle school (Eccles et al, 1993). These effects include a decline in motivation and a loss of self-esteem, particularly when the transition occurs at younger ages (Rudolph et al, 2001;Simmons & Blythe, 1987); decline in academic achievement (Alspaugh, 2001;Alspaugh & Harting, 1995;Hanushek, Kain, & Rivkin, 2004); strains on interpersonal functioning (Barber & Olsen, 2004); and, in the long term, increased risk of dropping out of school (Alspaugh, 1998;Rumberger, 1995).…”

Section: The Middle School Differencementioning

confidence: 99%

The negative impacts of starting middle school in sixth grade

Cook

MacCoun

Muschkin

et al. 2007

J Policy Anal Manage

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“…un certain nombre de travaux ont montré que les orientations motivationnelles et les stratégies d'apprentissage des élèves varient selon les contextes évaluatifs (Butler, 1987;eccles, wigfield, Midgley, Mac iver & Feldlaufer, 1993;elliot & dweck, 2005;Galand & Grégoire, 2000;stipek, 1993). ainsi, lorsque l'évaluation scolaire met l'accent sur le rendement et compare les élèves en fonction de leurs résultats, ceux-ci se focalisent prioritairement sur les performances, ce qui, en cas de difficulté, peut provoquer anxiété, baisse de la perception de ses compétences scolaires, évitement et désengagement des tâches scolaires.…”

Section: Cet Article S'inscrit Dans La Foulée Des éTudes Qui Soutiennunclassified

Conceptions de l’évaluation scolaire des élèves et des enseignants

Issaïeva

Crahay²

2014

mee

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Cet article s’inscrit dans la foulée des études qui soutiennent l’idée que, plus que l’évaluation pratiquée en classe, c’est l’interprétation que s’en fait l’élève qui influe sur l’élaboration de sa propre conception de l’évaluation en matière scolaire. Dans cette perspective, nous nous sommes efforcés d’appréhender distinctement les conceptions que les enseignants et les élèves, en fin d’école primaire, se font de l’évaluation scolaire. Nous avons aussi créé un questionnaire visant à appréhender la manière dont les élèves perçoivent les conceptions de leur enseignant en matière d’évaluation. Dans une première étape d’analyse, nous avons validé les trois questionnaires (alpha de Cronbach, analyses factorielles exploratoires et confirmatoires). Ensuite, nous avons examiné les rapports des paramètres ainsi déterminés. Les résultats mettent en évidence que les élèves et les enseignants ont des visions multiples de l’évaluation, mais qui se ressemblent fortement. Il apparaît également que les conceptions et les inter prétations que les élèves se font des conceptions de l’évaluation de leurs ensei gnants ne convergent pas avec ce que déclarent les enseignants eux-mêmes. Par ailleurs, on constate que les perceptions que les élèves ont des conceptions de l’évaluation de leurs enseignants concordent assez régulièrement avec leurs propres conceptions. Les implications pédagogiques de ces différents constats sont discutées en fin d’article.

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Negative Effects of Traditional Middle Schools on Students' Motivation

Cited by 455 publications

References 42 publications

Supportive adult relationships and the academic engagement of Latin American immigrant youth

Supportive adult relationships and the academic engagement of Latin American immigrant youth

The negative impacts of starting middle school in sixth grade

Conceptions de l’évaluation scolaire des élèves et des enseignants

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