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    Improving Academic Intrinsic Motivation through Counseling

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    Author
    Altman, Tracy W.
    Keyword
    Academic Motivation
    Educational Counseling
    Middle School Students
    Brockport Thesis
    Date Published
    2005-01-01
    
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    URI
    http://hdl.handle.net/20.500.12648/4737
    Abstract
    Academic intrinsic motivation is a key factor in academic performance and achievement. Many students, for various reasons, have minimal motivation for school evidenced by little persistence and little effort expended at school. This investigation examined the effect of counseling on academic motivation and achievement. Participants were seven 7th and 8th grade middle school students who were identified as students who lacked motivation. The Children’s Academic Intrinsic Motivation Inventory (CAIMI) (Gottfried, 1986) was used to confirm that motivation was an issue for student participants. Each student completed a minimum of 11 counseling sessions over a 13-week research period. Results for each student are reported. Support was found for the hypothesis that motivation and self-efficacy would increase through the counseling process and as a result, grades, and in some instances attendance, would improve. Limitations of the study are discussed and suggestions for the direction of school counseling programs are presented.
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