The Motivational Relevance of Educational Plans: Questioning the Conventional Wisdom.

Autor/inn/en	Alexander, Karl L.; Cook, Martha A.
Institution	Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.
Titel	The Motivational Relevance of Educational Plans: Questioning the Conventional Wisdom.
Quelle	(1979), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Aspiration; Career Planning; College Attendance; College Bound Students; Decision Making; Goal Orientation; High School Seniors; Higher Education; Interest Research; Longitudinal Studies; Student Interests; Student Motivation; National Longitudinal Study of the High School Class of 1972 + Suchen Sie Ihr Suchwort? Karriereplanung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Decision-making; Entscheidungsfindung; Zielorientierung; Zielvorstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interessenforschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studieninteresse; Schulische Motivation
Abstract	Using two complimentary data sets, the National Longitudinal Study of the High School Class of 1972 and the Study of Academic Prediction and Growth, the conventional interpretation of educational plans as motives and thus determinants of educational attainment is questioned. It was found that when questioned about their educational loans: (1) as many as 20 percent of youth supply extemporaneous responses; (2) another 20 percent report goals of quite recent formulation; and (3) the remainder report long-term commitments (of at least two to five years). The last are so long-standing as to make suspect the causal ordering used in most models of adolescent attainment. That is, such plans are not properly considered as the products of high school experiences. It is also documented that senior year measures of educational goals are often quite contaminated by prior knowledge of one's actual prospects for college. Finally, the analyses make suspect the assumption that educational plans reflect exclusively, or even primarily, underlying motivation or achievement orientation. This finding makes it difficult to sustain the customary interpretation of the influences of student "plans." (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC