Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support

By Louise Legault, Isabelle Green-Demers, L. Pelletier. 2006

627 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/14a29396c8a92297f74066386468677ee9e563ae

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France (2016, background): “This lack of perceived contingency implies a dereliction of intention to act (Legault et al., 2006) and results from different reasons (e.g., Cheon & Reeve, 2015; Green-Demers, Legault, Pelletier, & Pelletier, 2008; Legault et al., 2006).”
Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout (2015, background): “…and educational outcomes; this has been supported by empirical research in which mediumsized correlations were found between these predictors and educational outcomes, including high school dropout (e.g., Eccles, 1983, Fan, 2011; Hardre & Reeve, 2003; Legault et al., 2006; Lent et al., 1994).”
A classroom-based intervention to help teachers decrease students' amotivation (2015, neutral): “Other researchers subsequently validated the following four-dimensional conceptualization of the construct (Green-Demer et al., 2008; Legault et al., 2006; Shen et al., 2010b): Amotivation—low ability, which represents the belief that one lacks sufficient ability or aptitude to perform a particular…”
Engagement and Disaffection as Central to Processes of Motivational Resilience and Development (2016, background): “Longitudinal studies exploring motivational dynamics have been especially useful in uncovering such feedback effects from engagement to self-systems (e.g., Fall & Roberts 2012; Green et al., 2012; Hughes et al., 2008; Jang et al., 2012; Legault et al., 2006; Wang & Fredricks, 2013).”
Supporting Students' Motivation, Engagement, and Learning During an Uninteresting Activity (2008, background): “This devaluing process predicts students’ subsequent minimal effort, poor concentration, indifference, and general withdrawal from the activity (Legault et al., 2006; Ntoumanis, Pensgaard, Martin, & Pipe, 2004; Vallerand, Fortier, & Guay, 1997; Vallerand et al., 1993).”