Abstract
Research conducted during 1999-2000 investigating adolescents at risk, led to the development of a short form questionnaire (ISM-S) specifically calibrated to distinguish between the intention to either complete or leave school. Using the four subscales of this instrument (ISM-S) and obtaining teacher's ratings on the likelihood of students' intention to leave, research was conducted during 2002-2003 on five hundred and twenty-three students (female=287; male=236) from three high schools in South-Western Sydney, Australia. Multiple regression analyses tested hypothesised low levels of Mastery Goals, General Academic Self-concept, Global Motivation, Value of schooling and Mean Teacher ratings to predict increased levels of absenteeism, and lower academic achievement through either ELLA (for literacy) or SNAP (for numeracy) results. The most consistent and strongest predictor of the three criterion variables was Mean Teachers' ratings, with low levels of General Academic Self Concept as the next strongest predictor of lower academic achievement in literacy and numeracy. Teachers' ratings therefore, provide an accessible and reliable predictor of students who are at risk of not completing high school.
| Original language | English |
|---|---|
| Title of host publication | Self-Concept, Motivation and Identity, Where To From Here? : Proceedings of the Third International Biennial SELF Research Conference |
| Publisher | University of Western Sydney |
| Number of pages | 1 |
| ISBN (Print) | 1741080738 |
| Publication status | Published - 2004 |
| Event | International Biennial SELF Research Conference - Duration: 13 Jan 2009 → … |
Conference
| Conference | International Biennial SELF Research Conference |
|---|---|
| Period | 13/01/09 → … |
Keywords
- high school students
- motivation in education
- educational psychology
- academic achievement
- high school dropouts
- Australia
