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dc.contributor.authorMauro, Cassie
dc.date.accessioned2021-09-07T21:05:36Z
dc.date.available2021-09-07T21:05:36Z
dc.date.issued10/1/2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4732
dc.description.abstractThis qualitative study investigates the perceptions of suburban middle school students’ on academic motivation and student engagement. Ten students, grades 6-8, were randomly selected by the researcher from school counselors’ caseloads and the primary data collection techniques included two types of interviews; individual interviews and focus group interviews. Findings indicate students’ motivation and engagement in middle school is strongly influenced by the social relationships in their lives. The interpersonal factors identified by students were peer influence, teacher support and teacher characteristics, and parental behaviors. Each of these factors consisted of academic and social-emotional support which hindered and/or encouraged motivation and engagement. Students identified socializing with their friends as a means to want to be in school and to engage in learning. Also, students are more engaged and motivated if they believe their teachers care about their academic success and value their job. Lastly, parental involvement in academics appeared to be more crucial for younger students than older students in order to encourage motivation and engagement in school.
dc.subjectMiddle School
dc.subjectMotivation
dc.subjectEngagement
dc.subjectAcademic
dc.subjectSocial
dc.titleMiddle School Students' Perceptions on Academic Motivation and Student Engagement
dc.typethesis
refterms.dateFOA2021-09-07T21:05:36Z
dc.description.institutionSUNY Brockport
dc.description.departmentCounselor Education
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleCounselor Education Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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