"Go over There and Look at the Pictures in the Book": An Investigation of Educational Marginalisation, Social Interactions and Achievement Motivation in an Alternative Middle School Setting

Autor/inn/en	Best, Marnie; Price, Deborah; McCallum, Faye
Titel	"Go over There and Look at the Pictures in the Book": An Investigation of Educational Marginalisation, Social Interactions and Achievement Motivation in an Alternative Middle School Setting
Quelle	In: International Journal of Inclusive Education, 19 (2015) 4, S.422-434 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2014.935815
Schlagwörter	Foreign Countries; Middle School Students; Nontraditional Education; Achievement Need; Student Motivation; Disadvantaged Youth; Interpersonal Relationship; Expectation; Social Influences; Academic Ability; Semi Structured Interviews; Case Studies; Australia + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Non-traditional education; Alternative Erziehung; Schulische Motivation; Benachteiligter Jugendlicher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Expectancy; Erwartung; Sozialer Einfluss; Case study; Fallstudie; Case Study; Australien
Abstract	The middle years of school represent a time of educational turbulence, serving to marginalise some students from educational opportunities. Much research has focussed on individual cognitive factors influencing educational engagement, with less attention directed towards social interactions. Theoretically positioned within an expectancy-value model of achievement motivation, this study draws on the lived experience of a 12-year-old student within an alternative school in South Australia, Australia, to explore how social encounters may contribute to educational marginalisation. Findings from a narrative case study employing a semi-structured interview suggested that connections exist between social influences, such as interactions with teachers and peers, and subsequent achievement motivation. This study suggests that social interactions are critical determinants to an individual's educational engagement, affecting educational ability, expectancy and value beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01