I’m the Best Motivator: Hierarchy of Motivational Factors for Joining Advanced Classes
By: Peter Nguyen
Introduction
Interest: I have many friends who don’t have the drive to join AP classes and I question why they wouldn’t take the oppurtunity?
Relavance: I hope that some of this research can help provide a general conlcusion to what causes students to want to join AP classes.
The Question:
What is a leading hierarchy of motivational factors that persuade a student to join advanced/honor classes?
02
Social-Economics
Upbringing/Childhood
01
Sociological
03
04
Education
Lenses:
Methodology:
My methodology will seek patterns in data collected in research by nationwide organizations and evaluating their effectiveness. The primary research sources derive from College Board, ACT, and NMSI; all are non-profit organizations.
01.Socioeconomic Status
Main Socioeconomic Parts:
Income
Education
Income can affect opportunities
Education in the family matters
Education
Income
These opportunities contribute to social environmental factors, which as mentioned before leads to motivational drives
02.Upbringing/Childhood
Ambitions From Childhood
Parenting Chaining Example
Rebellious nature affects goals and is dependent on parenting styles
https://www.cnbc.com/2021/10/05/child-psychologist-explains-why-authoritative-parenting-is-the-best-style-for-raising-smart-confident-kids.html
03.Sociological
Societal Pressures
Society and culture develop what is acceptable and prestigious
Career
Fame
Wealth
Peer Influence
Children imitate parents
0-3
Children make friends who teach them basic social skills
Adolescents impact peers and vice versa
Employs lessons learned to determine their future
5-9
10-18
19+
01
02
03
04
Early Childhood vs Childhood
04.Education
School Systems
Curriculum
Teachers
Location
Despite being red, Mars is actually a cold place. It’s full of iron oxide dust
It’s a gas giant and also the biggest planet in the Solar System
Mercury is the closest planet to the Sun and the smallest one
Curriculum
Interest in joining advance classes increases with curriculum that helps the student achieve long term goals
Teachers
Location
How does the four lenses connect?
The effects form parenting in childhood and the relationships made early on in life, drive desire and motivation in long term goals. Education and society translate some of this long term goal into defining success or advantages given in advance classes. Overall, the motivation that contributes to most students joining advance classes derives from the students internal character.
Conclusions:
Childhood
Sociological
Education
Socioeconomic Status
References
2.1 how curriculum design affects student wellbeing. Enhancing Student Wellbeing for Learning. (2016, November 29). Retrieved December 13, 2021, from http://unistudentwellbeing.edu.au/curriculum-design/affects/.
Alvarado , S. E., & Turley, R. N. L. (n.d.). College Bound Friends A Study of Racial and Ethnic Differences. Madison; University of Wisconsin. https://theop.princeton.edu/conference/seminar08/Alvarado_CollegeBoundFriends_v01.pdf
Baumrind, D. (1966). Effects of Authoritative Parental Control on Child Behavior. Child Development, 37(4), 887–907. https://doi.org/10.2307/1126611
Brennan, D. (2021, August 18). Why does teenage rebellion happen? MedicineNet. Retrieved March 2, 2022, from https://www.medicinenet.com/why_does_teenage_rebellion_happen/article.htm
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References
College Board. (2020, June 30). Support for younger students – for Parents & Guardians – College Board. For Parents & Guardians. Retrieved February 9, 2022, from https://parents.collegeboard.org/planning-for-college/support-for-younger-students
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Gaviria, A., & Raphael, S. (2001). School-Based Peer Effects and Juvenile Behavior. The Review of Economics and Statistics, 83(2), 257–268. http://www.jstor.org/stable/3211604
Hellesvig-Gaskell, K. (2019, December 6). Physical Development in late childhood. Hello Motherhood. Retrieved February 22, 2022, from https://www.hellomotherhood.com/physical-development-in-late-childhood-4364850.html
Jackson, C. K. (2010, February 4). The effects of an incentive-based high-school intervention on college outcomes. NBER. Retrieved April 7, 2022, from https://www.nber.org/papers/w15722
References
Kimbrough, E., McGee, A., & Shigeoka, H. (2017). How do peers impact learning? an experimental investigation of peer-to-peer teaching and ability tracking. https://doi.org/10.3386/w23439
Kuo, Y.-L., Casillas, A., & Allen, J. (2019, June 21). Examining Moderating Effects of Social Emotional Learning Factors on Achievement Gains. ACT Research. Retrieved April 7, 2022, from https://www.act.org/content/dam/act/unsecured/documents/R1748-PSF-study-2019-06.pdf
Lumen Learning. (n.d.). What is Learning? Introduction to psychology. Retrieved December 13, 2021, from https://courses.lumenlearning.com/wsu-sandbox/chapter/what-is-learning/.
Thematic Group 4 (Early Childhood Development, Education and Transition to Work) of the Sustainable Development Solutions Network (Ed.). (2014). Supporting early childhood development for children from 0 to 8 years. In The Future Of Our Children: Lifelong, Multi-Generational Learning For Sustainable Development (pp. 39–57). Sustainable Development Solutions Network. http://www.jstor.org/stable/resrep15863.7
Winkler, D. R. (1975). Educational Achievement and School Peer Group Composition. The Journal of Human Resources, 10(2), 189–204. https://doi.org/10.2307/144826