Changes in School Outcomes in Early High School Years: Importance of Intrinsic Motivation for Urban Youth

• In Event: Examining Motivation Among Historically Minoritized Groups in STEM

Abstract

In a two-year longitudinal study, we surveyed students from two predominantly Latinx, low-income, urban schools, and tracked GPA, attendance, and suspension records from 9th through 10th grade. We found consistent levels of intrinsic motivation over the two years, and a latent growth model of GPA showed quadratic trajectories with decreases in the 9th grade and increases by the end of 10th grade. Intrinsic motivation positively influenced GPA in Spring of 9th grade and Fall of 10th grade, helping to offset declines in the first year of high school. Intrinsic motivation also showed significant positive influences on attendance and negatively predicted suspensions, underscoring the important role of intrinsic motivation in behavioral school outcomes. Implications for research and practice are discussed.

Authors

• Ting Dai, University of Illinois at Chicago
  Presenting Author

• Haeyoon Chung, University of Illinois at Chicago
  Presenting Author

• Bernadette Sanchez, University of Illinois at Chicago
  Non-Presenting Author

• Jean Sack, University of Illinois at Chicago
  Presenting Author

• Lidia Monjaras-Gaytan, DePaul University
  Non-Presenting Author