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A comparison of learning and motivation among high school students
Author(s) -
Haynes Norris M.
Publication year - 1990
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199004)27:2<163::aid-pits2310270212>3.0.co;2-0
Subject(s) - psychology , psychosocial , academic achievement , attendance , mathematics education , developmental psychology , psychiatry , economics , economic growth
The academic performance of minority high school students, particularly in urban inner‐city settings, is of great interest to educators and individuals concerned with the academic development of these students. It is widely recognized that in order to positively influence academic achievement related factors such as learning and study behavior, motivation, attitudes, self‐concept, and other pertinent psychosocial characteristics should also be targeted for positive change. The present study compared 20 sophomore students who participated in a special program and 128 of their nonprogram peers on achievement and related measures. The program at a target high school was structured to positively impact achievement, as well as related student behavior and attributes. Significant differences were found on achievement, attendance, learning and study behavior and skills, self‐concept, and other pertinent psychosocial attributes.