Motivation and Learning Environment Differences in Inner-City Middle School Students  

Oleh:

Waxman, Hersholt C. ; Huang, Shwu-Yong L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 90 no. 02 (Nov. 1996), page 93-102.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

ABSTRACT The problems at students in inner-city schools were addressed by drawing upon two distinct and emerging theoretical frameworks: (a) educationally resilient students and (b) classroom learning environments. The motivation and learning environment at 75 resilient and 75 nonresilient students from an inner-city middle school located in a major metropolitan city in the south central region of the United States were compared. Resilient students were defined as those students who had scored on or above the 90th percentile on standardized achievement test scores in mathematics for a 2-year period; non resilient students were those who had scored on or below the 10th percentile on standardized achievement test scores in mathematics far the same period.

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