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I know I can do this, but where's my motivation?
1Michigan State University, East Lansing 48824.
American Journal of Community Psychology
|June 1, 1991
Summary
The Weinstein et al. intervention was powerful due to its broad scope and teacher involvement, though results were hard to interpret. Future research should expand this model to include more data and focus on enduring student motivation and teacher autonomy.
Area of Science:
- Educational Psychology
- Intervention Research
Background:
- The Weinstein et al. intervention demonstrated significant potential.
- Its strength lay in its broad scope and the integration of teachers as co-investigators.
- Adaptability to context was a key feature, yet interpretation of effects posed challenges.
Purpose of the Study:
- To analyze the strengths and limitations of the Weinstein et al. intervention model.
- To identify areas for future development and expansion of the intervention.
- To enhance understanding of educational interventions and motivational strategies.
Main Methods:
- Qualitative analysis of the Weinstein et al. intervention's design and implementation.
- Comparative review of intervention components and contextual adaptation.
- Identification of factors contributing to intervention power and interpretability challenges.
Main Results:
- The intervention's breadth and teacher co-investigator model were identified as key strengths.
- Difficulties in interpreting the intervention's effects were noted.
- The study highlighted the need for further refinement in intervention design.
Conclusions:
- The Weinstein et al. intervention model offers a valuable framework, particularly its inclusive and context-aware approach.
- Future research should incorporate more self-report data and address educational aims, curricular content, and motivational value/expectancy aspects.
- Developing enduring student motivation and autonomous teacher goal-setting are crucial future directions.