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Motivation and study skills : a developmental counselling approach to the classroom

University of British Columbia

This exploratory study of a developmental counselling curriculum, embedding personal causation conditions (deCharms 1976) into study skill subject material, used a variation of Gage's (1978) Improvement Research model to obtain outcome measures of change in levels of students' locus of control and student study skill progress across a pre-post intervention period. Formative evaluation of the complete program, employing evaluation reports and process indicators, provide a further focus. A rural British Columbian, eighth grade population, together with parents, teachers and instructor, assessed the impact and effectiveness of the curriculum intervention. Analysis of the variation for locus of control, with repeated measures across pre-post intervention period, showed a significant positive change (increase in internal expectancy/decrease in external expectancy). Males, females and classes indicated increased internalityj locus of control. Analysis of the variation for student progress (study skills/habit), with repeated measures across pre-post intervention period, showed a significant positive change in levels of student reported study skill progress. Males and females indicated increased levels of study skill awareness. Classes two through four showed substantially greater increase than class one. Evaluation reports and process indicators showed relatively strong support for the program, indicating practical and educational significance.

Text

2010-04-17

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http://hdl.handle.net/2429/23777

Counselling Psychology

University of British Columbia

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