A motivational model of rural students' intentions to persist in, versus drop out of, high school

By Patricia Hardré, J. Reeve. 2003

667 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/90ab0d31e359e85cc1ddd35befd06839fe74abc5

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Undermining quality teaching and learning (2009, result): “Although paradoxical to the motivate-by-pressure crowd, these results are expected by SDT, and con sistent with a wide body of literature linking evaluative pressure with poorer performance (Ryan and LaGuardia, 1999) and higher drop out (Hardre and Reeve, 2003).”
Cortisol reactivity to a teacher’s motivating style: the biology of being controlled versus supporting autonomy (2011, methodology): “The LCQ has been widely used in investigations of autonomy support (Black and Deci 2000; Hardre and Reeve 2003; Jang et al. 2009) and includes items such as ‘‘I felt understood by the narrator’’ and ‘‘The narrator conveyed confidence in my ability to do well on the puzzle.’’”
Intrinsic Motivation and Engagement as “Active Ingredients” in Garden-Based Education: Examining Models and Measures Derived From Self-Determination Theory (2012, background): “Finally, research shows that students with a greater sense of autonomy in school also achieve better outcomes such as classroom engagement, enjoyment, persistence, and learning (e.g., Hardre & Reeve, 2003; Patrick, Skinner, & Connell, 1993; Vallerand, Fortier, & Guay, 1997).”
Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? (2008, background): “better academic outcomes such as classroom engagement, persistence, achievement, and learning (e.g., Grolnick & Ryan, 1987; Hardre & Reeve, 2003; Miserandino, 1996; Patrick, Skinner, & Connell, 1993; Vallerand, Fortier, & Guay, 1997).”
The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance (2016, background): “…for some consequence external to the task itself, such as acquiring rewards or avoiding punishment (Ryan & Deci, 2000), and are associated with greater levels of cheating (Davy, Kincaid, Smith, & Trawick, 2007), burnout (Pisarik, 2009) and higher dropout rates (Hardre & Reeve, 2003) among students.”
Intrinsic Motivation to Learn: The Nexus Between Psychological Health and Academic Success (2012, background): “Studies have also shown that students with higher intrinsic motivation at the outset of the semester displayed more persistence and were less likely to drop out of school (Vallerand & Bissonnette, 1992; Hardre & Reeve, 2003).”
Agency as a fourth aspect of students engagement during learning activities (2011, background): “…motivating styles), correlates highly with other corresponding measures of psychological need satisfaction (e.g., Basic Needs Scale; Gagne’, 2003), and predicts student outcomes such as classroom engagement and course grades (Hardre & Reeve, 2003; Jang et al., 2009; Reeve, Nix, & Hamm, 2003).”
Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation (2016, neutral): “…Hughes, Liew, & Kwok, 2010; Kindermann, 2007; Kiuru, Aunola, Vuori, & Nurmi, 2007), and academic motivation (Fortier, Vallerand, & Guay, 1995; Hardre & Reeve, 2003; Skinner, Furrer, Marchand, & Kindermann, 2008; Vallerand & Bissonnette, 1992; Vallerand et al., 1997) are important and…”
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation (2012, result): “This was further evidenced in a study with high school students by Hardre and Reeve in which academic motivation explained 27% of the variance in dropout intentions [43].”
Factors Influencing the Self-Determination of Transition-Age Youth With High-Incidence Disabilities (2008, background): “Indeed, the extent to which youth demonstrate selfdetermination may have a substantial impact on their later life outcomes (e.g., Hadre & Reeve, 2003; Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997, 1998).”
A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach (2018, methodology): “These results generally concur with previous studies on dropout and academic achievement (Guay & Vallerand, 1997; Hardre & Reeve, 2003; Lavigne et al., 2007; Ntoumanis, 2005; Sarrazin, Vallerand, Guillet, Pelletier, & Cury, 2002).”
Motivation, Learning Strategies, and Performance in Physical Education at Secondary School (2016, background): “…support have been shown both to nurture satisfaction of the needs for competence, relatedness, and autonomy in physical education (Cheon et al., 2012; Standage, Duda, & Ntoumanis, 2006), and to predict perceived competence and autonomous motivation in high school students (Hardre & Reeve, 2003).”
Enhancing Students' Engagement by Increasing Teachers' Autonomy Support (2004, background): “…teachers are able to facilitate these positive educational and developmental outcomes in their students because they find ways to involve and satisfy their student’s psychological needs (for autonomy, competence, and relatedness) during instruction (Hardre & Reeve, 2003; Reeve, 2002).”
The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model (2015, background): “In a similar study, Hardre and Reeve (2003) showed in a sample of rural students that those experiencing high levels of autonomous motivations at school were more likely to formulate persistence intentions over and beyond previous academic performance.”