"I'm Not Learning": The Role of Academic Relevancy for Low-Achieving Students

Autor/inn/en	Crumpton, Howard E.; Gregory, Anne
Titel	"I'm Not Learning": The Role of Academic Relevancy for Low-Achieving Students
Quelle	In: Journal of Educational Research, 104 (2011) 1, S.42-53 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	High School Students; Low Achievement; Student Motivation; Grade 10; Prediction; Learner Engagement; Regression (Statistics); Relevance (Education); Academic Achievement; Correlation; African Americans; Grades (Scholastic); Longitudinal Studies + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Schulische Motivation; Vorhersage; Regression; Regressionsanalyse; Relevance; Relevanz; Schulleistung; Korrelation; Afroamerikaner; Notenspiegel; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	When students enter high school with low achievement, they are likely to exit high school with low achievement. Given this stability in achievement, it is important to identify factors that can shift academic trajectories. Promising factors include the degree to which school is experienced as relevant and intrinsically motivating to students. Little is known about how these factors together are predictive of classroom engagement and achievement for low achievers in high school. Sampling a group of 44 low-achieving high school students, comprising Black students, the authors explored the effects of academic relevancy on engagement and achievement. Regression analyses show that students who found coursework personally relevant had increased engagement in Grade 10. Importantly, this relationship was mediated through intrinsic motivation. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10