The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.
Motivation and Schooling in the Middle Grades
Abstract
This review examines recent developments in research on social-cognitive theories of motivation during adolescence and the ways in which such research can be applied to the reform of middle grade schools. While there is ample evidence that the environments in many middle grade schools are antithetical to the needs of early adolescents, few reform efforts have emerged which consider the motivational and developmental needs of youth. This article suggests that effective reform must consider the multiple contexts in which students interact. Recent examples of reform at the classroom and school level using a goal theory perspective are presented.
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Citations
Cites
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Cited by
Students' Need for Belonging in the School Community
Osterman, K. F. (2000) · Review of Educational Research · doi:10.3102/00346543070003323 · Cited by 2,498
Motivating the Academically Unmotivated: A Critical Issue for the 21st Century
Hidi, S., & Harackiewicz, J. M. (2000) · Review of Educational Research · doi:10.3102/00346543070002151 · Cited by 1,689
Jang, H., Reeve, J., & Deci, E. L. (2010) · Journal of Educational Psychology · doi:10.1037/a0019682 · Cited by 1,650
Cordova, D. I., & Lepper, M. R. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.4.715 · Cited by 1,568
Ryan, A. M., & Patrick, H. (2001) · American Educational Research Journal · doi:10.3102/00028312038002437 · Cited by 1,315
Metadata
- Authors
- Anderman, E. M., & Maehr, M. L.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1994
- Volume
- 64
- Issue
- 2
- Pages
- 287
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2100848308
- Cited by
- 908
- References
- 13
- FWCI
- 33.16
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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