Studying Motivation to Learn during Early Adolescence: A Holistic Perspective.

Autor/inn/en	Roeser, Robert W.; Galloway, Mollie K.
Titel	Studying Motivation to Learn during Early Adolescence: A Holistic Perspective.
Quelle	(2002), (43 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Data Analysis; Early Adolescents; Holistic Approach; Learning Motivation; Mental Health; Models; Organization; Peer Relationship; Research Methodology; Social Support Groups; Student Adjustment; Student Motivation; Theories + Suchen Sie Ihr Suchwort? Schulleistung; Auswertung; Holistischer Ansatz; Motivation for studies; Lernmotivation; Psychohygiene; Analogiemodell; Organisation; Organisationsstruktur; Peer-Beziehungen; Research method; Forschungsmethode; Social support; Soziale Unterstützung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulische Motivation; Theory; Theorie
Abstract	This chapter examines how integrating the study of motivation to learn with the issue of identity development during adolescence requires simultaneous attention to patterns of school functioning, peer relationships, and mental health at the level of the individual, and to patterns of developmental supports or risks at the level of the social contexts within which adolescents are developing. The chapter discusses the need for a holistic perspective and contends that it is in the overall configuration of adolescents' personal and interpersonal resources and risk factors that researchers can best identify productive and more problematic pathways of holistic functioning during the middle school period. The first part of the chapter describes several ways in which the concept of organization has been influential and has been neglected in research on motivation and education during adolescence. The second part describes how research on motivation to learn during adolescence points toward an organizational perspective in which a focus on subgroups of individuals is central. The third part of the chapter provides a conceptual architecture for studying adolescent development in the context of schools in particular. The fourth part describes a methodological approach that emphasizes person-centered data analysis, and illustrates the conceptualization with empirical results from a series of recent studies that have used person-centered analyses. The chapter concludes with a discussion of the utility of pattern-centered approaches for future research on adolescents' academic motivation. (Contains 89 references.) (KB)
Anmerkungen	Information Age Publishing, Inc., 80 Mason Street, Greenwich, CT 06830. Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC