Academic Achievement Motivation as a Function of Classroom Responsiveness.

McFadden, Craig L.

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Peer reviewed

ERIC Number: EJ189876

Record Type: Journal

Publication Date: 1978

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Academic Achievement Motivation as a Function of Classroom Responsiveness.

McFadden, Craig L.

Journal of Experimental Education, v46 n4 p41-44 Sum 1978, 78

The degree to which achievement motivation can be increased is strongly dependent upon the quality of teacher-child interactions. This study uses the Responsive Classroom Observation Schedule to measure those interactions, essential for developing a healthy student self-concept, which in turn is an essential component of the motivation to achieve. (Author/RK)

Descriptors: Academic Achievement, Classroom Environment, Educational Research, Elementary Education, Motivation, Research Methodology, Self Concept, Student Teacher Relationship, Tables (Data), Teaching Styles

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Language: English

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