Developing and Testing a Scalable Identity-Based Motivation Intervention in the Classroom

Autor/inn/en	Sorensen, Nicholas; Oyserman, Daphna; Eisner, Ryan; Yoder, Nicholas; Horowitz, Eric
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Developing and Testing a Scalable Identity-Based Motivation Intervention in the Classroom
Quelle	(2018), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Motivation; Intervention; Urban Schools; Public Schools; Grade 8; Elementary School Students; Elementary School Teachers; Identification (Psychology); Program Implementation; Fidelity; Pilot Projects; Program Effectiveness; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Schulische Motivation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; School year 08; 8. Schuljahr; Schuljahr 08; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pilot project; Modellversuch; Pilotprojekt
Abstract	Nearly one in five Americans does not graduate from high school (U.S. Department of Education, 2017) and risk of dropout disproportionally affects economically disadvantaged, racial/ethnic minorities. Dropout occurs for many reasons but usually results from cumulative disengagement with school (Fine, 1991; Orfield et al., 2004). Identity-Based Motivation (IBM) interventions that make the future feel close (by focusing students on their future selves) and school feel like the path to get there have been shown to improve academic outcomes (Oyserman, 2012, 2015). In a randomized control trial conducted in Detroit (Oyserman et al., 2006), one brief, IBM intervention administered in 8th grade called School-to-Jobs demonstrated improvements in self-regulatory behaviors (decreased unexcused absences, increased time spent doing homework, increased initiative in classroom; decreased disruptive behaviors) and academic outcomes (core subject GPA, test scores, retention) among low-income, at-risk eighth-grade students. Significant effects persisted or grew larger across the transition to high school two years post-intervention and effects were mediated by changes in IBM. Although this study provides a rigorous test of theory, the intervention was led by external trainers and is not scalable. The authors developed and pilot-tested a scalable teacher-led, teacher-trained adaptation of the intervention called Pathways to Success (Pathways). This paper highlights refinements to enhance usability/feasibility of implementation. A pilot study examined the following research questions: (1) To what extent can eighth-grade teachers implement Pathways with fidelity? and (2) What is "impact" of Pathways on eighth-grade student academic outcomes? Though preliminary, the study suggests the following conclusions: (1) Eighth-grade teachers can implement Pathways with moderate-to-high fidelity; (2) Pilot analyses of outcomes show promise for students--improving course performance and reducing risk of course failure in eighth grade; and (3) Future research employing an experimental design is needed to test the impact of Pathways on student outcomes. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01