Sage Journals: Discover world-class research

Abstract

Spanning the course of two decades, educational leaders have invested government finances into the social-emotional needs of adolescents. Government programs provide student questionnaires to survey the scholastic climate from students’ perceptions. Previous research discusses the correlation between students’ perception and their success in school due to fulfillment of their transescent needs. This research study ventured to distinguish a possible correlation between urban middle school students’ perceptions of feeling “cared-for” and their intrinsic motivation. Results suggest that today’s urban student benefits from feeling cared-for both personally and academically.

Keywords

caring theory social emotional learning intrinsic motivation urban students middle school

Get full access to this article

View all access options for this article.

References

Bondi

Wiles

(1979). What do middle school students value? Middle School Journal, 10, 4-29. doi:10.1080/00940771.1979.11495471

Carter

S. C.

(1999). No excuses. Washington, DC: The Heritage Foundation.

Cohen

(1979). Martin Buber and changes in modern education. Oxford Review of Education, 5, 81-103. doi:10.1080/0305498790050108

Collaborative for Academic, Social, and Emotional Learning. (2005). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs. Chicago, IL: Author.

Cramer

E. D.

Bennett

K. D.

(2015). Implementing culturally responsive positive behavior interventions and supports in middle school classrooms. Middle School Journal, 46, 18-24. doi:10.1080/00940771.2015.11461911

Davis

H. A.

(2006). Exploring the contexts of relationship quality between middle school students and teachers. The Elementary School Journal, 106, 193-223. Retrieved from http://www.jstor.org/stable/10.1086/501483

Field

. (2009). Discovering Statistics Using SPSS. Sage Publications Ltd., London.

Froiland

J. M.

Worrell

F. C.

(2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53, 321-336. doi:10.1002/pits.21901

Gehlbach

Roeser

R. W.

(2002, November 30). The middle way to motivating middle school students by avoiding false dichotomies. Retrieved from https://eric.ed.gov/?id=EJ649352

10.

Gilligan

(1986). Reply by Carol Gilligan. Signs: Journal of Women in Culture and Society, 11, 324-333. doi:10.1086/494226

11.

Gomez

(2017). PBIS: Moving beyond a focus on behavior to relationships. California State University, Monterey Bay Digital Commons @ CSUMB. Retrieved from https://digitalcommons.csumb.edu/caps_thes_all/191/

12.

Greenburg

M. T.

Domitrovich

C. E.

Graczyk

P. A.

Zins

J. E.

(2005). The study of implementation in school-based preventive interventions: Theory, research, and practice (Vol. 3). Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.

13.

Hamedani

M. G.

Darling-Hammond

(2015). Social emotional learning in high school: How three urban high schools engage, educate, and empower youth—Full series. Retrieved from https://edpolicy.stanford.edu/sites/default/files/publications/scope-pub-social-emotional-learning-research-brief.pdf

14.

Haycock

(1998). Dispelling the myth. Washington, DC: The Education Trust.

15.

Haycock

(2001). Dispelling the myth, revisited. Washington, DC: The Education Trust.

16.

Holman

E. L.

(1979). Basic skills: The three C’s. Middle School Journal, 10(2), 12-13. Retrieved from http://www.jstor.org/stable/10.2307/23039219?ref=search-gateway:d7ac7d927cfbd6a79f19d36029620c7d

17.

Horsch

Chen

Wagner

S. L.

(2002). The responsive classroom approach. Education and Urban Society, 34, 365-383. doi:10.1177/0013124502034003006

18.

Hunt

J. M.

(1963). Piaget’s observations as a source of hypotheses concerning motivation. Merrill-Palmer Quarterly of Behavior and Development, 9, 263-265. Retrieved from http://www.bing.com/cr?IG=964D12DECCAC423BBEEE2E8BAD2CA23D&CID=2E08D0E964AE6B7C0C96DB4065016A71&rd=1&h=EydZ0RNUSW_BqEL0mnixa41sf2x-vTSNEVa-ecaq2fo&v=1&r=http://www.jstor.org/stable/23082933&p=DevEx,5066.1

19.

Jones

Bailey

Jacob

(2014). Social-emotional learning is essential to classroom management. The Phi Delta Kappan, 96, 19-24.

20.

Jones

S. M.

Bouffard

S. M.

(2012). Social and emotional learning in schools (Social Policy Report, Vol. 26, No. 4). Ann Arbor, MI: Society for Research in Child Development.

21.

Marshall

Caldwell

(2007). Caring school community implementation study four-year evaluation report. Rapid City, SD: Marshall Consulting.

22.

Marzano

(2006, April 27). What works in schools. Paper presented at the School Improvement Conference Michigan Department of Education. Retrieved from https://www.michigan.gov/documents/What_Works_in_Schools_Marzano_cover__handouts_157021_7.pdf

23.

Marzano

R. J.

(2003). Classroom management that works. Alexandria, VA: ASCD.

24.

Murray

Herrnstein

(1994). The bell curve. New York, NY: Simon & Schuster.

25.

Noddings

(1984). Caring, a feminine approach to ethics & moral education. Berkeley: University of California Press.

26.

Noddings

(2001). Care and coercion in school reform. Journal of Educational Change, 2, 35-43. doi:10.1023/A:1011514928048

27.

Northeast Foundation for Children. (2007). The responsive classroom level 1 workbook. Greenfield, MA: Author.

28.

Northeast Foundation for Children. (2014b). Principles and practices of responsive classroom. Retrieved from https://www.responsiveclassroom.org/about/principles-practices/

29.

Ohio Department of Education. (2018). Home. Retrieved from http://education.ohio.gov/Topics/Student-Supports/PBIS-Resources

30.

Oldfather

McLaughlin

H. J.

(1993). Gaining and losing voice: A longitudinal study of students’ continuing impulse to learn across elementary and middle level contexts. Research in Middle Level Education, 17, 1-25. doi:10.1080/10825541.1993.11670018

31.

Reeves

(2003, January). High performance in high poverty schools: 90/90/90 and beyond. Research Gate. Retrieved from www.researchgate.net/publication/228772648_High_performance_in_high_povertyschools_909090_and_beyond

32.

Reinke

M. W.

Herman

C. K.

Stormont

(2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15, 39-50. doi:10.1177/1098300712459079

33.

Rimm-Kaufman

S. E.

Fan

Chiu

You

(2007). The contribution of the responsive classroom approach on children’s academic achievement: Results from a three-year longitudinal study. Journal of School Psychology, 45, 401-421. doi:10.1016/j.jsp.2006.10.003

34.

Rimm-Kaufman

S. E.

Larsen

R. A.

Baroody

A. E.

Curby

T. W.

Thomas

J. B.

. . . Decoster

(2014). Efficacy of the responsive classroom approach: Results from a 3-year, longitudinal randomized controlled trial. American Educational Research Journal, 51, 567-603. doi:10.3102/0002831214523821

35.

Ringwalt

Ennett

Johnson

Rohrbach

Simons-Rudolph

Vincus

Thorne

. (2003). Factors associated with fidelity to substance use prevention curriculum guides in the nation’s middle schools. Health Education & Behavior, 30, 375-391. Retrieved from https://doi.org/10.1177/1090198103030003010

36.

Scarborough

G. E.

(1977). Middle school students respond. Middle School Journal, 8, 10-11. Retrieved from http://www.jstor.org/stable/10.2307/41982213?ref=search-gateway:352bf70ea942b055167643cd9586491e

37.

Simpson

J. O.

(2003, January). Beating the odds. American School Board Journal, 190, 43-47.

38.

Skibbe

Decker

Rimm-Kaufman

(2006, June). The contribution of the responsive classroom approach to classroom quality and teaching practices. Poster session presented at the Institute for Education Sciences Research Conference, Washington, DC.

39.

Sprague

Tobin

(2017). Aligning positive behavioral interventions and supports and restorative practices: An implemen-tation fidelity manual. Eugene: Institute on Violence and Des-tructive Behavior, University of Oregon. Retrieved from https://www.researchgate.net/publication/313674270_ALIGNING_POSITIVE_BEHAVIORAL_INTERVENTIONS_AND_SUPPORTS_AND_RESTORATIVE_PRACTICES_AN_IMPLEMENTATION_FIDELITY_MANUALDraft

40.

Stover

Iglesia

D. L.

Rial

Liporace

(2012). Academic motivation scale: Adaptation and psychometric analyses for high school and college students. Psychology Research and Behavior Management, 2012, 71-83. doi:10.2147/prbm.s33188

41.

Vallerand

R. J.

Pelletier

L. G.

Blais

M. R.

Briere

N. M.

Senecal

Vallieres

E. F.

(1992). The motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017. Retrieved from http://www.bing.com/cr?IG=4BD6F2AB618843658A5794CBE336912C&CID=0DC84A404BF56FF52ECE41EA4A5A6E67&rd=1&h=6IqBDfFvz-SdN5_iaYCtltuSYHksbB5wJBFtsqOcxSA&v=1&r=http://journals.sagepub.com/doi/abs/10.1177/0013164492052004025&p=DevEx,5061.1

42.

Vygotsky

L. S.

(1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

43.

Wanless

S. B.

Patton

C. L.

Rimm-Kaufman

S. E.

Deutsch

N. L.

(2012). Setting-level influences on implementation of the responsive classroom approach. Prevention Science, 14, 40-51. doi:10.1007/s11121-012-0294-1

44.

Wanless

S. B.

Rimm-Kaufman

S. E.

Abry

Larsen

R. A.

Patton

C. L.

(2014). Engagement in training as a mechanism to understanding fidelity of implementation of the responsive classroom approach. Prevention Science, 16, 1107-1116. doi:10.1007/s11121-014-0519-6

45.

Wentzel

K. R.

Miele

D. B.

(2016). Handbook of motivation at school. New York, NY: Routledge.

46.

Wood

(2014). Restoring our children’s future: Ending disparate school discipline through restorative justice practices. Journal of Dispute Resolution, 2, 395-408.

47.

Yeager

D. S.

(2017). Social and emotional learning programs for adolescents. The Future of Children, 27, 73-94.

The Association Between Perception of Caring and Intrinsic Motivation: A Study of Urban Middle School Students

Abstract

Keywords

Get full access to this article

References