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dc.contributor.authorAltman, Tracy W.
dc.date.accessioned2021-09-07T21:05:36Z
dc.date.available2021-09-07T21:05:36Z
dc.date.issued2005-01-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4737
dc.description.abstractAcademic 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.
dc.subjectAcademic Motivation
dc.subjectEducational Counseling
dc.subjectMiddle School Students
dc.subjectBrockport Thesis
dc.titleImproving Academic Intrinsic Motivation through Counseling
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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