Middle-Grade Predictors of Students’ Motivation and Behavior in High School

By Tamera B. Murdock, Lynley H. Anderman, Sheryl Hodge. 2000

173 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/512c7f02c84948daf641f10190ffc6de69fa4785

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Reexamining Middle School Effects: A Comparison of Middle Grades Students in Middle Schools and K–8 Schools (2006, background): “The tougher grading standards and teacher expectations are related not only to students’ grades but also to their academic self-perceptions (Murdock et al. 2000).”
Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions (2004, background): “Using a “discipline” scale of 1 (never) to 5 ( four or more times this year), with an internal consistency reliability of α = .81, Murdock, Anderman, and Hodge (2000) measured the frequency of four student self-reported events: (a) sent to the assistant principal, (b) detention, (c) in-school…”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “…C Kelly (2007) SP: Effort on classroom assignments; C, English Murdock & Miller (2003) TP: Effort and academic persistence; C, 5 core subjects Murdock et al. (2000) SP: Effort: Freq. of attending school, participating in class, completing homework, and studying for exams; G Wentzel (1997)…”
Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development (2003, background): “First, do relationships with teachers compensate for risk factors including problematic parent relationships (Lynch & Cicchetti, 1992; Pianta, 1999), peer relationships (White, Jones, & Sherman, 1998), feelings of alienation from school (Erickson, 1987; Mehan, 1984; Murdock, 1999; Murdock et al., 20”
Office Discipline and Student Behavior: Does Race Matter? (2010, background): “For example, Murdock et al. (2000) show that students who do not value education and who are not motivated are more likely to be disciplined by teachers.”
Effects of Classroom Context Variables on High School Students' Judgments of the Acceptability and Likelihood of Cheating. (2004, background): “Studies that report moderate to high correlations among classroom goal structure variables and other dimensions of teacher context (such as caring or competence) have measured all of the constructs using individual student perceptions of teacher behavior ( Murdock et al., 2000; Roeser et al., 1996)”
Support, belonging, motivation, and engagement in the college classroom: a mixed method study (2014, background): “These findings were consistent with results from past studies primarily conducted with younger populations (e.g., Freeman et al. 2007; Hamre and Pianta 2005; McNeely et al. 2002; Murdock et al. 2000; Van Ryzin et al. 2009).”
The Role of Sense of School Belonging and Gender in the Academic Adjustment of Latino Adolescents (2005, methodology): “This variable was measured with Murdock et al., 2000 ) 4-item scale, which assesses self-reported frequency with which students attended school, participated in class, completed homework, and studied for exams.”