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Early theories on motivation attempted to explain behaviors in various contexts. Motivation is multidimensional, concerning internal/external factors and causes of behavior. Research found differences in academic achievement between children from single-parent versus two-parent families, and differences based on parents' education and income levels. It is proposed that economic hardships in single-parent families likely require adolescents to work longer hours and take on greater responsibilities, leaving less time for schoolwork and extracurricular activities.

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44 views

C CCCCC C CC

Early theories on motivation attempted to explain behaviors in various contexts. Motivation is multidimensional, concerning internal/external factors and causes of behavior. Research found differences in academic achievement between children from single-parent versus two-parent families, and differences based on parents' education and income levels. It is proposed that economic hardships in single-parent families likely require adolescents to work longer hours and take on greater responsibilities, leaving less time for schoolwork and extracurricular activities.

Uploaded by

horn_0079110
Copyright
© Attribution Non-Commercial (BY-NC)
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Download as DOCX, PDF, TXT or read online on Scribd
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Early motivational theorists in psychology attempted to explain motivation in many different settings and
for many kinds of behaviors (Weiner, 1990). Motivation is referred to as multidimensionalc

: it measures impulsive
and deliberate action, is concerned with the internal and external factors, and observes causes for
behavior. Harter (1983) proposed a model of mastery or effectance motivation, describing the effects of
both success and failure experiences on mastery motivation. The goals of effectance motivation are
acquiring competence and influencing one's environment (Eccles, Wigfield, & Schiefele, 1998). Mastery
motivation is defined as a general tendency to interact with and to express influence over the
environment.

Phillips (1998) also found that parental education and social economic status have an impact on student
achievement. Students with parents who were both college-educated tended to achieve at the highest
levels. Income and family size were modestly related to achievement (Ferguson, 1991). Peng and
Wright's (1994) analysis of academic achievement, home environment (including family income) and
educational activities, concluded that home environment and educational activities explained the greatest
amount of variance

. In conclusion denying the role of the impact of a student's home circumstances


will not help to endow

teachers and schools with the capacity to reduce achievement gaps (Hammer, 2003).
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