1. Motivation & Engagement By Katie B. & Deidre W.

2. Quote “ Adolescent learners sometimes experience a world of rules and regulations imposed on them by adults who seem not to understand their world. The physical and emotional changes they experience are a further source of feelings that they have no control over their lives”

3. What did Ms. Boe’s students say about motivation? Assignments that are motivating –Math, Art, and Science because they are more fun –Hands on projects like science experiments –Things they are good at –Nothing Reading assignments that are motivating –Real Life Texts –Realistic Texts –Plots and themes they can relate to –Short stories –Comedies –Used to pass time in jail or JDC

4. Motivation and Engagement Lack of school engagement means that a student is at increased risk for school dropout, substance use, teenage pregnancy, and criminal activity Engagement in the cornerstone of academic motivation (although they are two different things research often refers to motivation or engagement while talking about the same specific academic factors)

5. How to motivate and engage struggling readers is something teachers ask themselves constantly

6. Student Engagement Pyramid

7. Motivation and Engagement- Looking at Internal and External Factors School engagement and motivation is effected by both external and internal factors –Internal factors=self efficacy and autonomy –External factors=family support, peer relationships, school environment, and neighborhood characteristics

8. Internal Factors: Self-Efficacy What does the research say? Self-efficacy is the belief students have about their ability to succeed at a particular task “Self-efficacious students participate more readily, work harder, persist longer, and have fewer adverse emotional reactions when they encounter difficulties than do those who doubt their capabilities (Zimmerman 2000).” An individual’s perceptions of self-efficacy impact many aspects of student’s lives including the goals they set, the decisions they make, the effort they put into a task, the types of tasks they do, their perseverance in these tasks, and stress experienced in these tasks. Self-efficacy influences a student’s thoughts patterns and vulnerability to depression Essentially perceptions of self-efficacy influence how student’s behave, think, feel, and motivation.

9. Self-Efficacy Individuals with low self-efficacy are less likely to set and work towards goals which gives them little chance of improving their self-efficacy. Adolescents with higher self-efficacy are more likely to get better grades and be more engaged. Low self-efficacious students often resist a task or apathetically go through the motions. Students with high self-efficacy participate more readily, work harder, persist longer, and have fewer adverse emotional reactions when the encounter difficulties.

10. What is a teacher to do to improve self-efficacy Increase positive feedback Provide frequent feedback Increased opportunities for success See handout for list of 22 suggestions compiled by McCabe and Margolis from current research

11. External Factors: Neighborhoods, Peers, Family, Teachers What does the research say? Studies looked at the effects of high family expectations, perceptions of having a safe neighborhood, teacher support, and peer group acceptance and behavior on many factor of ‘school success’ like school engagement, trouble avoidance, grades, school attendance, time spent studying, and self-efficacy.

12. External Factors: Neighborhoods What does the research say? The perception of living in a safe environment has a positive effect on trouble avoidance. Neighborhood safety has a positive impact on grades At risk students perceptions of neighborhood crime were negatively related to how meaningful and comprehensible students find school The frequency of witnessing a shooting or stabbing significantly predicted poorer school achievement

13. External Factors: Peers What does the research say? Peer group acceptance and friend behavior are associated with later school success outcomes Friend behavior has a positive impact on trouble avoidance.

14. External Factors: Family What does the research say? Perceptions of family togetherness are associated with a positive gain in students’ engagement. High behavior expectations from parents reported improvement in both trouble avoidance and grades. Parents tend to be the only support for “at-risk” students.

15. External Factors: Teachers What does the research say? Teacher support is NECESSARY for positive student behavior and outcomes BUT is not SUFFIECIENT!!!

16. External Factors: Tying the factors together (Social Support) Social support is the combined effects of external factors including parent support and expectations, teacher support, and positive peer interactions. Social support includes listening support, emotional support, emotional challenge, reality confirmation, and appreciation. There is a positive relationship between social support and motivation, ability to handle daily school hassles, time spent studying, attendance, school participation, student retention.

17. Students who reported receiving low support from parents, friends, and teachers have the poorest school outcomes. Students who feel supported from friends, family, and teachers have better attendance, spend more time studying, avoid problem behavior, and have higher school satisfaction. A perceived combination of supports produce the best school outcomes and have the greatest effect on school satisfaction, engagement, and self-efficacy. Social support is found to serve as a protective factor against neighborhood violence Students not identified as “at-risk” tend to receive more support from teachers and friends.

18. What is a teacher to do? Realize that some interventions cannot take place in school. Schools and teachers should form partnerships to provide social supports. Engage parents with open board meetings, conferences, school newspapers, and school websites. Increase social supports students receive in the school. Communicate with students in ways the reduce a student’s uncertainties including listening without giving advice or judging, help students clarify their thoughts and feelings about their neighborhood, expressing appreciation for student’s efforts, encouraging them to do well, and helping student’s stay motivated. A multileveled approach is needed for student’s success including community development to decrease community violence.

19. References Bowen, G. L., Rose, R. A., Powers, J. D., Glennie, E. J. 2008. The Joint Effects of Neighborhoods, Schools, Peers, and Families on Changes in the School Success of Middle School Students. Family Relations. 57 (4): 504- 516. Caraway, K. and Tucker, C. M. 2003. Self-Efficacy, Orientation, and Fear of Failure as Predictors of School Engagement in High School Students. Psychology in the Schools. 40 (4): 417-427. McCabe, P. P. and Margolis, H. 2001. Enhancing the Self-Efficacy of Struggling Readers. The Clearing House. 75 (1): 45-49. Rosenfeld, L. B., Richman, J. M., Bowen, G. L. 2000. Social Support Networks and School Outcomes: The Centrality of the Teacher. Child and Adolescent Social Work Journal. 17 (3): 205-226. Rosenfeld, L. B., Richman, J. M., Bowen G. L., Wynns, S. L. 2006. In the Face of a Dangerous Community: The Effects of Social Support and Neighborhood Danger on High School Students’ School Outcomes. Southern Communication Journal. 71 (3): 273-289. Zimmerman, B. J. 2000. Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology. 25 (1): 82-91.

20. Questions/Comments