NEGATIVE EFFECTS OF TRADITIONAL MIDDLE SCHOOLS ON STUDENTS MOTIVATION
NEGATIVE EFFECTS OF TRADITIONAL MIDDLE SCHOOLS ON STUDENTS MOTIVATION
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DOI：
10.1086/461740
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发表时间：
1993-05-01
影响因子：
1.7
通讯作者：
FELDLAUFER, H
中科院分区：
文献类型：
--
作者：
ECCLES, JS;WIGFIELD, A;FELDLAUFER, H
我们讨论了早期青少年的学习动机的下降后过渡到中年级学校和审查工作如何在传统的中年级学校的学校和课堂环境可能是负责这些下降。我们认为，在传统的初中学校的教室环境和早期青少年的发展水平之间的特点往往是不匹配的。我们提出了一个全面的纵向研究的结果，检查学校和课堂环境因素，如教师纪律和控制的做法，师生关系，学生决策的机会，教师的效能感，和课堂之间的能力分组对学生的动机的影响。一般来说，结果表明，初中数学教师相比，六年级的小学教师，控制学生更多，为他们提供更少的决策机会，感觉不太有效。班级间能力分组在中学也有所增加。这些变化中有许多与中学学生学习动机的下降有关。
We discuss the decline in early adolescents' academic motivation after the transition to middle grade schools and review work on how school and classroom environments in traditional middle grade schools could be responsible for these declines. We suggest that there is often a mismatch between characteristics of the classroom environment in traditional middle grade schools and early adolescents' developmental level. We present results of a comprehensive longitudinal study examining the influence of school and classroom environmental factors such as teacher discipline and control practices, teacher-student relations, opportunities for student decision making, teachers' sense of efficacy, and between-classroom ability grouping on student motivation. In general, results indicated that middle grade school math teachers, in comparison to sixth-grade elementary school teachers, control students more, provide them fewer decision-making opportunities, and feel less efficacious. Between-classroom ability grouping also increased in middle grade schools. Many of these changes related to declines observed in students' motivation in middle school.