Motivation for Educational Attainment in Grade 9 Predicts High School Completion

Autor/inn/en	West, Stephen G.; Hughes, Jan N.; Kim, Han Joe; Bauer, Shelby S.
Titel	Motivation for Educational Attainment in Grade 9 Predicts High School Completion
Quelle	In: Educational Measurement: Issues and Practice, 38 (2019) 2, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12244
Schlagwörter	Student Motivation; Educational Attainment; Questionnaires; Adolescent Attitudes; Grade 9; Predictive Measurement; Academic Persistence; High School Graduates; Predictor Variables; Teacher Expectations of Students; Peer Influence; Aspiration; Value Judgment; Dropouts; High School Equivalency Programs; Grade 1; Longitudinal Studies; At Risk Students; Grades (Scholastic); Reading Achievement; Mathematics Achievement; Gender Differences; Ethnicity; Race; Scores + Suchen Sie Ihr Suchwort? Schulische Motivation; Bildungsabschluss; Bildungsgut; Fragebogen; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Prädiktor; Streben; Werturteil; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Notenspiegel; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Ethnizität; Rasse; Abstammung
Abstract	The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents' motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study investigated the utility of each factor in predicting high school dropout or completion of a general education development (GED) certificate versus completion of a high school degree. Participants were 474 (55.1% male) ethnically diverse students who were originally recruited into a larger longitudinal study in Grade 1 on the basis of academic risk. Fourteen years later, 373 had obtained a high school diploma, 15 had obtained a GED, and 86 had dropped out of high school. During their first year of Grade 9, participants were administered the MEA. Using multinomial logistic regression with high school graduation as the reference outcome and controlling for Grade 9 letter grades, reading and math test scores, gender, and ethnic/racial group status, scores on the latent general factor and the latent peer aspirations factor predicted high school dropout versus high school graduation status. Neither the general factor nor any of the three specific factors predicted GED completion versus high school graduation. Ethnicity, but not gender, moderated the associations between scores on the general factor and high school graduation versus dropout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01