Social Class and Achievement Motivation

Swift, D. F.

doi:10.1080/0013188660080202

Cited by 18 publications

(7 citation statements)

References 21 publications

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“…If one can identify pupils with different "types" of motivation, is this difference caused, in part, by differing home backgrounds? Swift (1966) stresses that education can be valued for a number of different reasons. The value of achievement for its own sake is much more likely to be imparted by middle-class parents; for them the essence of achievement is the internalization of the motive to excel.…”

Section: Joan Whitehead Cambridge University Department Of Educationmentioning

confidence: 98%

Motives for higher education: a study of intrinsic and extrinsic motivation in relation to academic attainment

Whitehead

1984

Cambridge Journal of Education

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Section: Joan Whitehead Cambridge University Department Of Educationmentioning

confidence: 98%

Motives for higher education: a study of intrinsic and extrinsic motivation in relation to academic attainment

Whitehead

1984

Cambridge Journal of Education

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“…In the decades following the implementation of the Education Act of 1944, the influence of home circumstances on pupil achievement in school was well documented in reports published by both government and independent researchers (see, for example, Ministry of Education 1954Education , 1963Douglas 1964;Swift 1965Swift , 1966. As the number and size of ethnic minority groups in England increased, an additional facet was added to the diversity of home backgrounds noted in those reports of the 1950s and 1960s.…”

Section: Introductionmentioning

confidence: 90%

Bridging worlds: ethnic minority pupils in Catholic schools in England

Morris

2010

Journal of Beliefs & Values

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Aggregated attainment data for each of the four Key Stages of the National Curriculum during 2006-07 are used to compare the performance of schools having differing proportions of ethnic minority pupils on roll. The data are for all maintained primary and secondary schools that completed the 2007 Annual Schools' Census. There are noticeable differences across the phases between schools in the Catholic and non-Catholic sectors. The average levels of pupil attainment in Catholic schools tend to be higher than in other institutions, the differentials between the sectors increasing the greater the proportion of ethnic minority pupils on roll. The significance and limitations of the findings are discussed and areas for further study suggested.

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“…That it can be hindered by a lack of parental interest and involvement in their education has been long established (Swift 1966;Douglas 1967;Douglas et al 1971). Conversely, high levels of parental involvement in their children's education have been shown to have a positive benefit for the pupils' engagement with their school and consequent levels of attainment (Cairney 2000;Desforges 2003;Blanden 2006).…”

Section: Parental Involvement In Their Children's Educationmentioning

confidence: 96%

Parents, pupils and their Catholic schools: evidence from school inspections in England 2000–2005

Morris

2010

International Studies in Catholic Education

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The Education (Schools) Act 1992 established a new body, the Office for Standards in Education (Ofsted), with responsibility regularly to inspect and report upon the standards, effectiveness and efficiency of all schools in England and Wales. The first cycle of inspections of secondary schools began in September 1993 and was extended to all other state-funded schools the following year.Also in 1992 the then government Department for Education and Skills (DfES; since relabelled as the Department for Children, Schools and Families [DCSF]) began to publish national data about schools' performance. It was one element in a strategy designed to improve their effectiveness as institutions for teaching and learning and to raise the general standard of pupils' educational attainment. This initiative, encouraging greater scrutiny and accountability through the publication of test and examination results and also of school inspections, has proved to be valuable to researchers providing both the quantitative (test and examination scores) and qualitative (inspection reports) sources to generate data sets for the purpose of school comparisons.

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Social Class and Achievement Motivation

Cited by 18 publications

References 21 publications

Motives for higher education: a study of intrinsic and extrinsic motivation in relation to academic attainment

Motives for higher education: a study of intrinsic and extrinsic motivation in relation to academic attainment

Bridging worlds: ethnic minority pupils in Catholic schools in England

Parents, pupils and their Catholic schools: evidence from school inspections in England 2000–2005

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