Intrinsic Motivation Among Regular, Special, And Alternative Education High School Students - Statistical Data Included

Adolescence, Spring, 2001 by Dudley J. Wiest, Eugene H. Wong, Joseph M. Cervantes, LuAnn Craik, Dennis A. Kreil

The Present Study

The present study explored differences in academic achievement and variables related to intrinsic motivation among regular education, special education, and alternative education students. Group differences in perceived control (a precursor to competence), competence, autonomy support from parents, autonomy support from teachers, autonomy support from friends, and coping skills were assessed. It was hypothesized that the following group differences would emerge.

1. The regular education students would have the highest grade point averages.

2. Regular education students would have higher levels of academic competence. Regular education students would also display significantly higher global self-worth, having experienced more success in school, which is a major component of adolescent life. Further, all three groups would have similar levels of social competence.

3. A similar profile would be found in the area of control, a precursor of competence. In essence, regular education students would have higher levels of control in cognitive (academic) and general (global self-worth) domains, and all three groups would have similar levels of control in the social domain.

4. Parental autonomy support and involvement would be greater for the regular and special education groups than for the alternative education group, which has experienced the most academic failure and has been transferred to a more restrictive setting.

5. Teacher autonomy support and teacher warmth would be significantly greater for the regular education group, which has experienced more success in the school setting.

6. Peer autonomy support would be similar for all groups, since the developmental hallmark of adolescence is the cultivation of peer relationships.

7. Coping skills (a measure of internal resources) would be significantly greater for the regular education group, while blame projection, denial, and anxiety would be significantly greater for special and alternative education students, who have experienced extensive academic difficulties.

METHOD

Participants

The study cohort consisted of 251 juniors and seniors from a large, ethnically diverse Southern California school district (over 22,000 students). The sample reflected this diversity: 42% were White, 29% Latino, 9% Asian, 4% Black, and 16% other. One hundred four students attended one of five classes in the regular education program at a comprehensive high school. Three of these classes were "college prep," one class was "low track," and one class was "advanced placement." Ninety-three students attended the continuation high school in the district. This is an alternative site utilized primarily for students with credit deficiencies and rule violations at the regular high schools. Fifty-four students participated in resource specialist programs (RSP). These students were diagnosed with a specific learning disability, received remedial services, and attended one of the three large comprehensive high schools within the district.