Educational Alternatives for At-Risk Adolescent Learners : Two Case Examples / Cynthia Hudley.

Researchers have long sought to enhance the academic achievement of low income, minority children. To understand adolescents' achievement motivation and persistence, investigations must focus on both the contexts of achievement and the characteristics of adolescent participants. In line with this aim, this study investigated a group counseling class and a remedial math class in a junior high school. Measures of adolescents' (n=47) perceived competence and intrinsic motivation, as well as teacher interviews, comprised the data sources. Using a social-cognitive framework, the analyses identified program characteristics and teacher beliefs and practices in each classroom that correlated with perceived competence and intrinsic motivation. Differences in levels of intrinsic motivation and competence beliefs among adolescents in the two classrooms were accompanied by differences in the teachers' instructional and disciplinary strategies and in their underlying beliefs. Program characteristics also differed. The effects of the differences are discussed in terms of cognitive mediators of motivations, tracking effects, and the unique educational needs of adolescent learners who are at risk for school failure. Four tables present interview questions and statistical analysis. Contains 21 references. (Author/RJM)

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