Abstract
Research shows that intrinsically motivated students tend to achieve higher academic growth (Mendoza,2012). When specific populations of students are labeled “at risk”, it becomes difficult for them to realize their intrinsic motivation (Ginsberg & Wlodkowski, 2019). Students identified as "at risk" tend to be from a lower socioeconomic status (Cedeño et al., 2016). Proposed study investigates the relationship between perceived socioeconomic status of students with their academic intrinsic motivation. An urban mid-western middle school with approximately 700 low-income students got equal opportunity to participate in research. 50 students with both signed student and parent consent forms were allowed to participate in the research. Mixed method research design was conducted using a survey that contained a 5-point likert scale which measured academic intrinsic motivation and multiple-choice questions followed by open ended questions which measured the students’ perceived socioeconomic status. Multiple choice questions included parents’ employment status, income range and their educational level with three open ended questions to deepen the understanding of the choices selected by students. Parental income range was used as the parameter to measure the socioeconomic status. Open-ended questions focused on opportunities provided to students, challenges faced by them and their future goals. Linear regression analysis helped to establish no relationship between the students’ perceived parental income range and their academic intrinsic motivation. However, using manual coding open-ended questions shed light on the equal opportunities provided by the school in spite of their parent’s income level.
Author Information
Pallavi Aggarwal, University of Missouri-Saint Louis, United States
Taylor Mae-L. Lawson Smith, University of Missouri-Saint Louis, United States
Paper Information
Conference: ECE2024
Stream: Learning Experiences
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Aggarwal P., & Smith T. (2024) A Mixed Method Study of Middle School Students’ Perception of the Impact of Socio-Economic Status on Academic Intrinsic Motivation ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 37-56) https://doi.org/10.22492/issn.2188-1162.2024.4
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.4
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