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Development and Effectiveness of Motivation Regulation Program for Amotivated Middle School Students

  • The Korean Journal of School Psychology
  • Abbr : KJSP
  • 2012, 9(1), pp.85-110
  • DOI : 10.16983/kjsp.2012.9.1.85
  • Publisher : The Korean Journal of School Psychology
  • Research Area : Social Science > Psychological Science > School / Educational Psychology

조은문 1 Lee, Jongyeun 1

1충북대학교

Accredited

ABSTRACT

The purposes of this study were to develop and conduct a motivation regulation program for middle school students with high academic amotivation beliefs and to examine the effectiveness of the program in reducing academic amotivation beliefs and enhancing both motivation regulation and academic achievement of the students. For these purposes, the objectives of the motivation regulation program were driven from the analysis of both academic amotivation beliefs theories and previous studies on motivation regulation, and based on the objectives, the contents of the program were constructed by reflecting the results of a survey asking the needs of students, parents, and teachers. The preliminary program of 12 sessions was organized after revising the contents by utilizing the results of consultations from experienced professionals in school counseling. The final program was developed by improving the preliminary program after the preliminary program was conducted with a freshman class of a middle school in 2010. The final program of 12 sessions was conducted to 11 freshmen students who had high academic amotivation beliefs in a middle school in 2011. The results of data analysis using ANCOVA showed that academic amotivation beliefs in the experiment group was reduced significantly and motivation regulation was improved significantly compared to the control group, and the effects was still remained in the delay-test administered in two months after the program. It was shown that the academic achievement was also improved significantly after the program. The analyses of the participants' program session evaluation reports and the interview contents of the program experiences of the participants supported these positive effects of the program.

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