This study investigated the relationship among students' individual value orientations, their experiences with motivational interference and motivational conflicts, and their management and resolution of motivational conflicts. The findings of this study were based on five different data sources and both quantitative and qualitative instruments. These data sources and instruments consisted of two surveys (a student survey of 137 participants and a teacher survey of 42 participants), eight student interviews, eight teacher interviews and two focus groups. The first focus group contained six coaches/advisors, and the second focus group contained three administrators. Fifteen findings emerged because of this action research project. This study has revealed that the students at Brook Hollow do care about doing their best in school, needing college, and doing well in school (all achievement values) more than the staff perceived. However, there also does seem to be a difference in the self-regulatory skills and overall organizational abilities among the students. Many of the students do not seem to possess the self-regulatory skills they need to become high academic performers. This often results in Brook Hollow High School students struggling with the balance of academic tasks and leisure activities because they lack time management skills and self-discipline. It was also determined through this study, that many Brook Hollow High School students have trouble focusing on learning taskswhen they are enticed with alternatives that are more pleasurable. As a result, students' motivation to perform the learning activity and their subsequent achievement often suffers. However, some students have found ways to regulate their own learning and develop a system of control, which shields them from motivational interference and motivational conflict. Limiting distractions and using music to tune out distractions are the most common self-regulatory strategies used by Brook Hollow High School students to manage motivational interference and conflict. Other students use athletics because athletes know if they want to participate in sports or activities, they must maintain their GPA. As a result, many of the Brook Hollow athletes perform better academically during their playing season.
|Commitee:||Crews, John, McGlade, Jacqueline, Nigel, Keith, Specchio, Eileen C.|
|School:||College of Saint Elizabeth|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 73/04, Dissertation Abstracts International|
|Subjects:||Educational psychology, Secondary education|
|Keywords:||Achievement values, Motivational conflict, Self-regulation, Student motivation, Well-being values|
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