Motivating Middle School Learners

There has been increasing concern over middle-school
students standardized test scores and decreased
engagement in learning activities. This is
particularly true of at-risk students who often
exhibit characteristics of learned helplessness. One
factor may be that middle school students frequently
do not understand what skills and knowledge they
possess (academic self-efficacy) or how they learn
(self-regulated learning strategy use).
This study examined the effects of participation in a
guided reflective writing program and gender on
middle school students academic self-efficacy
beliefs and use of self-regulated learning
strategies. Quantitative data were collected from an
academic self-efficacy inventory administered as a
pre- and posttest. Qualitative data were collected to
examine students awareness and use of self-regulated
learning strategies. The data sources included the
treatment group responses to writing prompts and
interviews from selected students from both groups.
Self-efficacy and self-regulated learning were
examined for gender differences.
This work is of interest to educators, counselors,
administrators, psychologists,educational
researchers, and parents.

Autorentext

Katheryn L. Anderson, Ph.D. Educational Leadership andInnovation, University of Colorado, Denver. Affiliate FacultyMetropolitan State College at Denver, Teacher Licensure Program;retired middle school teacher. Professional interests: cognitiveand motivation theory related to middle school learners, equityin education, teacher education.

Klappentext

There has been increasing concern over middle-schoolstudents' standardized test scores and decreasedengagement in learning activities. This isparticularly true of "at-risk" students who oftenexhibit characteristics of learned helplessness. Onefactor may be that middle school students frequentlydo not understand what skills and knowledge theypossess (academic self-efficacy) or how they learn(self-regulated learning strategy use).This study examined the effects of participation in aguided reflective writing program and gender onmiddle school students' academic self-efficacybeliefs and use of self-regulated learningstrategies. Quantitative data were collected from anacademic self-efficacy inventory administered as apre- and posttest. Qualitative data were collected toexamine students' awareness and use of self-regulatedlearning strategies. The data sources included thetreatment group responses to writing prompts andinterviews from selected students from both groups.Self-efficacy and self-regulated learning wereexamined for gender differences.This work is of interest to educators, counselors,administrators, psychologists,educationalresearchers, and parents.