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MOTIVATIONAL DIFFERENCES OF HIGH-ABILITY HIGH-PERFORMING
(HAHP) AND HIGH-ABILITY LOW-PERFORMING (HALP) HIGH SCHOOL
STUDENTS
by
Cynthia N. Wong
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Cynthia Wong
Object Description
| Title | Motivational differences of high-ability high-performing (HAHP) and high-ability low-performing (HALP) high school students |
| Author | Wong, Cynthia N. |
| Author email | cynwong@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2008-04-29 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-06-10 |
| Advisor (committee chair) | Dembo, Myron |
| Advisor (committee member) |
Stowe, Tim Espalin, Charles |
| Abstract | Explaining why some high-ability students do well in school while others do poorly remains one of the most important and controversial problems in education (Hebert, 1998). Since students with high academic abilities are often assumed to naturally do well in school, it seems paradoxical when high-ability students do not perform well at school (Payne, 2006). The purpose of this study is to compare the motivational differences of high-ability high-performing (HAHP) students and highability low-performing (HALP) students in relation to family orientation, goal orientation and task value. The primary research question for this study is "Which combinations of motivational factors differentiate high-ability high-performing (HAHP) and high-ability low-performing (HALP) students? "; Using a 28-item questionnaire, HALP and HAHP students in English/language arts and math classes were surveyed using the following five subscales: family orientation, goal orientation (mastery, performance-approach, performance-avoid), and task value. Significant differences were found between HAHP and HALP students in terms of family orientation, mastery goal orientations, performance-approach goal orientation, and performance-avoid goal orientations. Task value was not found to be statistically significant among HAHP or HALP students. In terms of ethnicity, differences in means were found in the family orientation, mastery goal orientation, andperformance-approach goal orientation subscales. No significant differences were found on the performance-avoid and task value subscales. |
| Keyword | achievement; motivation; family orientation; mastery goal orientation; performance goal orientation; task value; high school |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1262 |
| Rights | Wong, Cynthia N. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Wong-20080610 |
| Archival file | uscthesesreloadpub_Volume29/etd-Wong-20080610.pdf |
Description
| Title | Page 1 |
| Full text | MOTIVATIONAL DIFFERENCES OF HIGH-ABILITY HIGH-PERFORMING (HAHP) AND HIGH-ABILITY LOW-PERFORMING (HALP) HIGH SCHOOL STUDENTS by Cynthia N. Wong ____________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION August 2008 Copyright 2008 Cynthia Wong |
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