Promoting Positive Achievement in the Middle School: A Look at Teachers' Motivational Knowledge, Beliefs, and Teaching Practices

Charlotte W. Haselhuhn Radhi Al-Mabuk Anthony Gabriele University of Northern Iowa Cedar Falls, IA Marc Groen Area Education Agency 267 Cedar Falls, IA Sarah Galloway Mississippi Bend Area Education Agency Bettendorf, IA

Complete Article

Abstract

This study was prompted by previous research showing a decline in motivation as students transition from elementary to middle school. The decline in motivation may be associated with changes in the achievement goal structures of their classrooms and schools. This study describes a survey of 69 elementary and 28 middle school teachers that explored their knowledge of approaches to motivation, specific achievement goal beliefs, behaviors, perceptions of school goal structures, and perceptions of specific student beliefs. These teachers were most familiar with behavioral and cognitive approaches to motivation. They generally reported mastery-oriented beliefs, behaviors, and school goal structures, although elementary teachers rated school goal structures as more mastery-oriented and less performance-oriented than did middle school teachers. Counter to student-reported goal orientations found in previous studies, teachers at both levels believed their students held performance goal orientations. Teachers can promote mastery-oriented classrooms and school goal structures at elementary and middle school levels.

ISSN 1084-8959