Influencing young adolescents' motivation in the lowest level of secondary education
Abstract
After the transition to secondary school around age 12, a well-known decline in young adolescents’ motivation for learning causes particular concerns in the lowest level of secondary education, where the percentage of early school leavers is highest. This article focuses on a study of the effects of an intervention, designed to enhance motivation of students who are at the start of the lowest level of secondary school. An earlier intervention was further developed and tested with a random selection of students from classes in pre-vocational education by varying the components of the interventions in order to find possible effects of specific components or of the order of the two assignments of the intervention. Results showed positive effects of the intervention on students’ investment in schoolwork.
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Motivation is an important aspect for school students to encourage their investment in schoolwork.
“Motivation has been shown to be an important aspect for school students to encourage their investment in schoolwork (Peetsma & Van der Veen, 2015).”
From Impact of COVID-19 Lockdowns on Australian Primary and Secondary School Students' Online Learning Experiences (2021) · cites this paper as Peetsma & Van der Veen, 2015
Students will invest more into their schoolwork if motivated.
“and that students will invest more into their schoolwork if motivated (Peetsma & Van der Veen, 2015).”
From Impact of COVID-19 Lockdowns on Australian Primary and Secondary School Students' Online Learning Experiences (2021) · cites this paper as Peetsma & Van der Veen, 2015
Cites
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
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Putting time in perspective: A valid, reliable individual-differences metric.
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Zimbardo, P. G., & Boyd, J. N. (2015) · Time Perspective Theory; Review, Research and Application · doi:10.1007/978-3-319-07368-2_2 · Cited by 2,147 · see citing works
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Ziegler, N., & Opdenakker, M.-C. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.04.009 · Cited by 126 · see citing works
Maher, D. (2021) · Social Education Research · doi:10.37256/ser.2220211062 · Cited by 8 · see citing works
- Authors
- Peetsma, T., & Van der Veen, I.
- Affiliations
- University of Amsterdam (NL)
- Corresponding author
- Peetsma, Thea
- ORCID
- Peetsma, Thea
- Venue
- Educational Review
- Publisher
- Informa UK Limited
- Published
- 2013-09-24
- Volume
- 67
- Issue
- 1
- Pages
- 97-120
- ISSN
- 0013-1911 (ISSN-L)
- 1465-3397
- OpenAlex
- W2098406990
- Cited by
- 23
- References
- 4
- Citations by year
- 2026: 1 · 2025: 2 · 2023: 1 · 2022: 3 · 2021: 2 · 2020: 3 · 2019: 1 · 2018: 3 · 2017: 2 · 2016: 1 · 2015: 2 · 2014: 1 · 2013: 1
- FWCI
- 2.26
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Review (publishedVersion)
- UvA-DARE (University of Amsterdam) (publishedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- student motivation, school dropout, transition to secondary school, early adolescents, intervention effects, pre-vocational education, intervention components, order effects
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