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Engaging Schools: Fostering High School Students' Motivation to Learn (2004)

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Engaging Schools: Fostering High School Students' Motivation to Learn (2004)

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Read "Engaging Schools: Fostering High School Students' Motivation to Learn" at NAP.edu

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Read chapter Front Matter: When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a re...

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Motivation itself is a tricky topic.  And is very subjective for each student.   

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Motivation itself is a tricky topic.  And is very subjective for each student.   

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Gallup Survey
Survey Data
Observational Data
Grade data
Teacher Evaluation

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Students Lack Interest or Motivation - Eberly Center - Carnegie Mellon University

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I'm here for my friends not anything else.

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I'm here for my friends not anything else.

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Why #4: Why do you think the teacher should explain that? 

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Why #4: Why do you think the teacher should explain that? 

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Because: then I will understand the importance of the information.

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Students have other priorities that compete for their attention.

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Students have other priorities that compete for their attention.

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* Students are disregulated, highly distractible and need accommodations to help them stay focused (notes or outlines provided, frequent checks for understanding, etc,)
* Students need the material to be presented in a different format, such as text to speech, in order to access it

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https://www.oregon.gov/ode/schools-and-districts/reportcards/Documents/rptcard2017.pdf

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Why #3: Why do you think you will never use the information? 

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Why #3: Why do you think you will never use the information? 

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Because: The teacher does not explain how or when I will use this information.

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Because: I don't understand the information and I don't think I will ever use it.

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Students are demotivated by the structure and allocation of rewards

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Students are demotivated by the structure and allocation of rewards

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Students see little value in the course or its contents

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Students see little value in the course or its contents

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https://www.attendanceworks.org/policy/state-education-policy/oregon/

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Why# 1: Why are you not motivated to do anything in class?  Turn in work, participate, etc.?

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Why# 1: Why are you not motivated to do anything in class?  Turn in work, participate, etc.?

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Because: I don't think I will do well. I tried in the past and I still failed.

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Parents didn't graduate
Can't make it to school
Being bullied at school
lesson/class is irrelevant
No adult I can trust in building
Can't read
No foundation to perform in class
High ACE's score
Lack of extracurricular activities
Teacher is not engaging
Lack of peer relationships

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From Getting Smart - link at the bottom
"The first step to prioritizing student engagement is to measure it"

Most students feel engaged. 78% of elementary, 59% of middle, and 60% of high school students report feeling engaged. YouthTruth defines engagement as a combination of taking pride in one’s schoolwork, experiencing relevant lessons, and enjoying coming to school.

Most students take pride in their school work.This is encouraging – most students are proud of the work they produce in school (68% of middle school and 72% of high school students). In the words of one high schooler, “Everything I do in school helps me become a better person. The activities and projects I do in school are things I can be really proud of. I always want to talk about the amazing things my school does to my family and friends, and how much hope it gives me for my future.”

Yet, less than half of secondary students feel that what they’re learning in class helps them outside of school. Only 48% of 6th – 12th graders feel that what they are learning in class helps them outside of school. And high schoolers report even less relevant instruction than their counterparts in middle school. This disconnect isn’t new, but it is concerning– it’s hundreds of thousands of students across the country asking: “When will I ever use this in real life?”

Only 1 in 2 secondary students enjoy coming to school most of the time. About half (52%) of 6th – 12th graders say they enjoy coming to school most of the time. Which applies directly to the recent national conversation about chronic absenteeism and its focus under many states ESSA plans. Students who are chronically absent – those who miss at least 15 days of school or more in a year – may be missing school for a variety of reasons over which educators have little control, including poverty, health challenges, community violence, and difficult family circumstances. But education leaders have more control over the school environment, and compelling instruction.

https://www.gettingsmart.com/2017/12/the-results-are-in-on-student-engagement/

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Even if I study I won't do well

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Students do not believe that their efforts will improve their performance

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Students do not believe that their efforts will improve their performance

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* feel like don't know information