Control is the key: Unlocking the motivation of at-risk students

✍ Scribed by Matthew J. Dicintio; Sandra Gee

• Publisher: John Wiley and Sons
• Year: 1999
• Tongue: English
• Weight: 26 KB
• Volume: 36
• Category: Article
• ISSN: 0033-3085
• DOI: 10.1002/(sici)1520-6807(199905)36:3<231::aid-pits6>3.0.co;2-#

✦ Synopsis

Traditional instructional environments for at-risk (i.e., unmotivated) students are teacher controlled and provide low-level, routine tasks. This, however, contradicts current theory and research regarding environments that enhance motivation to learn. To effectively assist motivationally disadvantaged students, instructional environments must support autonomy and challenge. Six "at-risk" students in an alternative education program completed motivation surveys after engaging in various learning activities. Overall, the participants completed 54 surveys. Using multiple regression, involvement, boredom, confusion, competence, and desire to be doing something else were regressed on perceived challenge and perceived control. The results indicated that control and challenge were significant predictors of the motivation variables. The findings are discussed in terms of awakening to the powerful influence of instructional tasks on student motivation and desire to engage in learning activities. Limitations of the present study provide insights into future endeavors.