The Relationship Between Expectancy-Value Motivation and Behavioral and Emotional Risk Among Middle School Students

• In Event: Marriott Roundtable Session 24
  In Roundtable Session: Social and Emotional Learning Development in Preschool, Elementary School, and Middle School

Abstract

A recent report from the CDC found that 20% of youth carry diagnoses of mental health disorders each year. Such difficulties demonstrate complex relationships with school-related variables, particularly achievement and drop out. A call has been issued to include motivation in these models, as motivational challenges could serve as early precursors or correlates to early symptoms of behavioral and emotional problems. The present study tested the relationship of the five components of Expectancy-Value motivation with risk for inattention/hyperactivity problems and internalizing problems among a diverse sample of middle school students. Although motivation did not predict risk for inattention/hyperactivity problems, efficacy and interest were significant predictors of internalizing risk. Findings are discussed through the lens of prevention and early intervention.

Author

• Bridget V. Dever, Lehigh University