Article Gold Open Access 2017

The Effect of Self-regulated Strategy Instruction and Behavioral Consultation on Motivation: A Longitudinal Study on the Effect of School-Based Interventions in Secondary Education

MA
Minnaert, Alexander E.M.G.
 PA
Prince, Arnout
 OM
Opdenakker, Marie Christine J.L.
Frontiers in Education
Journal · Vol. 2 · Art. 61
Abstract

Studies show a decrease in students’ motivation in secondary education. Hence, it was investigated whether training of teachers could stop this decline. Two interventions were implemented in prevocational secondary education, being self-regulated strategy instruction and behavioral consultation combined with strategy instruction. The longitudinal effects of the two interventions were tested on the goal orientations of 279 students. The growth curves show a long-term effect of the intervention combining teacher consultancy with strategy instruction on task orientation, ego-enhancing orientation, and ego-defeating orientation as compared to the control condition. For the strategy instruction only condition, only effects on ego orientation were found. The outcomes suggest that combining the instruction of self-regulation strategies with teacher consultation on student problem-solving can stop the downward trend in student motivation, even on the long term. © Copyright © 2017 Minnaert, Prince and Opdenakker.

Keywords

Author Keywords

motivation Self-regulation interventions goal-orientations multilevel growth curve analysis prevocational secondary education

Index Keywords

Author Affiliations
Department of Special Needs Education and Youth Care, Rijksuniversiteit Groningen, Groningen, Groningen, Netherlands
Hogeschool INHOLLAND, Haarlem, Netherlands
Rijksuniversiteit Groningen, Groningen, Groningen, Netherlands
Funding & Acknowledgements
Ministry of Education, MOE
Funding text 1: Active consent was retrieved from the school directors, teachers, and students participating in this study. Besides, the study was approved by the Netherlands Organization for Scientific Research (NWO) and the Ministry of Education.; Funding text 2: Funding. This research was supported by grant 411-07-123 from the Netherlands Organization for Scientific Research (NWO) assigned to AM.
Grant: 411-07-123
Funding text 1: Active consent was retrieved from the school directors, teachers, and students participating in this study. Besides, the study was approved by the Netherlands Organization for Scientific Research (NWO) and the Ministry of Education.; Funding text 2: Funding. This research was supported by grant 411-07-123 from the Netherlands Organization for Scientific Research (NWO) assigned to AM.
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