Low expectations equal no expectations: Aspirations, motivation, and achievement in secondary school

2013 ◽  
Vol 38 (4) ◽  
pp. 306-315 ◽  
Author(s):  
Frank H. Walkey ◽  
John McClure ◽  
Luanna H. Meyer ◽  
Kirsty F. Weir
Keyword(s):  
Secondary School ◽  
Low Expectations ◽  
Motivation And Achievement

Seeing Academically Marginalized Students’ Multimodal Designs From a Position of Strength

2017 ◽  
Vol 34 (2) ◽  
pp. 104-134 ◽  
Author(s):  
Kate T. Anderson ◽  
Olivia G. Stewart ◽  
Dani Kachorsky
Keyword(s):  
Secondary School ◽  
Language Arts ◽  
Literacy Practices ◽  
Ways Of Knowing ◽  
Marginalized Students ◽  
School Students ◽  
Multimodal Texts ◽  
Low Expectations ◽  
History Of ◽  
Rhetorical Force

This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities taken up for expanding literacy practices traditionally not available to lower tracked students. Findings examine the authorial stances and rhetorical force that students enacted in their multimodal designs, despite lack of regular opportunities to author complex texts and a schooling history of low expectations. We extend arguments for the importance of providing all students with opportunities to take positions as designers and creators while acknowledging systematic barriers to such opportunities for academically marginalized students. This study thus counters deficit views of academically marginalized students’ literacy practices by demonstrating their authoritative stance taking and enacting of layered positionalities through multimodal designs in which they renegotiated ways of knowing and doing in their classroom.

scholarly journals How can I get that good grade again? Improving Pasifika student achievement in NCEA with a motivation intervention

2020 ◽  
Vol 24 ◽  
pp. 122
Author(s):  
Peter Sanders ◽  
Andre Boyte
Keyword(s):  
Secondary School ◽  
Student Motivation ◽  
Study Skills ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Learning Opportunities ◽  
Motivation Orientation ◽  
Good Grade ◽  
Pasifika Students ◽  
Motivation And Achievement

Students who are underachieving in secondary school are likely to hold maladaptive motivation orientations that, unless changed, will have a negative impact on their future achievement. In this study 57 students from two schools with large Pasifika populations were offered supplementary teaching and learning opportunities via two different study skills programmes to improve their motivation and achievement. Participants (including 28 Pasifika students) were randomly assigned to either a traditional study skills (TS) or a motivation-enhanced study skills (MS) programme. NCEA results showed that students in the MS intervention attained more credits and showed significantly greater reduction in the negative motivation orientation uncertain control, compared to students in the TS skills programme. Students also reported that their relationships with their teachers and how their teachers communicated with them about learning was important to their motivation and achievement. Based on these findings, recommendations are made for teacher use of internally assessed NCEA standards as the context for interventions designed to enhance student motivation and achievement, in light of proposed changes to NCEA.

scholarly journals The Influence of Hypnoteaching Method on Students’ Reading Motivation and Achievement in Secondary School

2019 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Lismalinda Lismalinda ◽  
Moriyanti Moriyanti
Keyword(s):  
Reading Achievement ◽  
Secondary School ◽  
Alternative Hypothesis ◽  
Reading Motivation ◽  
Good Reader ◽  
School Students ◽  
Post Test ◽  
The Mean ◽  
English Subject ◽  
Motivation And Achievement

This pre-experimental research was aimed to examine the influence of hypnoteaching method toward students’ reading motivation and achievement. The sample was 40 students with purposive sampling technique. Motivation for Reading Questionnaire (MRQ) and test were the research instruments to gain the data quantitatively. Motivation for Reading Questionnaire (MRQ) adopted from Wigfield and Guthrie (1997) to examine students’ reading motivation levels. For reading achievement, pre-test and post-test were distributed to assess the students’ reading outcome about Narrative Text before and after applying hypnoteaching method. The results of this research showed that the implementation of hypnoteaching method affected students reading motivation and learning outcome. The mean score of pre motivation for reading Questionnaire (MRQ) was 40.2 indicated poor reader and it raised to be 81.1 showing good reader after the implementation of hypnoteaching method. Furthermore, hypnoteaching method also affects English reading result which the mean of pre-test was 45.30 indicating poor score criterion of English subject, meanwhile, after being taught applying hypnoteaching method, the score inclined to 90.25 which asserted good score criterion of English subject. The value of t test was 14.88 from data of pre-test and post-test, however the value of t table was 1.99. It represented that the alternative hypothesis (H1) was accepted and revealed that hypnoteaching method can influence students’ reading achievement. Finally, it was suggested that English teacher should implement this method in teaching English for secondary school students and can be conducted for further research.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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