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Work Avoidance in Middle School: Teachers' Perspectives

dc.contributor.advisorWentzel, Kathryn Ren_US
dc.contributor.authorSloan, Meridith Annen_US
dc.date.accessioned2007-06-22T05:38:26Z
dc.date.available2007-06-22T05:38:26Z
dc.date.issued2007-05-15
dc.identifier.urihttp://hdl.handle.net/1903/6961
dc.description.abstractThis study investigated the beliefs about work avoidance of six middle school teachers from a diverse set of schools. Teachers were individually interviewed. Using a Grounded Theory approach, the interview transcripts were coded and analyzed. The teachers commonly characterized students who avoid work as lacking effort or actively avoiding work, expressing a broad range of emotions (e.g., anger, embarrassment, and negative affect) and having little or incompetent social interactions with peers and adults. The teachers reported several reasons why students avoid work including task/workload characteristics, motivational traits, peers, home and school/teacher. These findings suggest that work avoidance may have been previously oversimplified and the construct may include a wider variety of student characteristics and reasons for the behaviors.en_US
dc.format.extent423332 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.titleWork Avoidance in Middle School: Teachers' Perspectivesen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentHuman Developmenten_US
dc.subject.pqcontrolledEducation, Educational Psychologyen_US
dc.subject.pquncontrolledwork avoidanceen_US
dc.subject.pquncontrolledstudent goalsen_US
dc.subject.pquncontrolledmiddle schoolen_US
dc.subject.pquncontrolledteachers' perspectivesen_US


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