Motivation and engagement in school among immigrant Latino middle school students
This study investigated how a minority population of Latino/a immigrant children attending a middle school in the Pacific Northwest made sense of engaging with school and school mathematics. A cross disciplinary theoretical framework was used to examine how individual student motivation is impacted by the social context in which the students operate. An iterative qualitative methodology was used to analyze data collected in interviews with Latino/a students, their parents, and the faculty of their middle school. As a result of this study, a Combined Model for Understanding Student Motivation in Schools integrating individual motivation theories with sociocultural theory was developed. This model, which aids researchers in identifying the mediating factors that influence student motivation in schools, was used to analyze the interview data collected in this study. The results of this investigation reveal a complex and multifaceted set of mediating factors that motivated and de-motivated student participation in school. Implications for local, State and National policy changes can be drawn from this study?s results.
Advisor:Enochs, Larry G.; Flick, Lawrence B.; Edwards, Barbara E.; Rochefort, Skip E.; Rowe, Shawn; Heppell, Selina S.
School:Oregon State University
School Location:USA - Oregon
Source Type:Master's Thesis
Keywords:education culture equity latino mathematics study and teaching middle school motivation in social aspects hispanic american children attitudes
Date of Publication:03/18/2009