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We are currently involved with four research projects.
1. Beaverton
(2000-2001)
Observational, interview, and questionnaire data were collected
in four 4th/5th grade classrooms. Participants included children
(n=100), the teachers and teacher/parent helpers, and key family
members (e.g., parents, siblings, extended family) from children's
homes. The data are currently being entered and being prepared
for analyses.
2. Beaverton
(1996-97)
Observational, interview, and questionnaire data were collected
in one 5th grade classroom with participating children (n=26)
and the teacher. Previous analyses focused on the approval and
disapproval contingencies from Peer Network Members, Non-Members
and the Teacher. Current analyses target contingencies from
friends, in addition to those from Network Members and the Teacher.
3. Portland (1993)
Observational and questionnaire data were collected ninth-twelfth
graders (n=102) at Grant high school (located in the heart of
Portland, Oregon). About 30% of the students were African American,
and about 30% of Asian American or Hispanic ancestry. Analyses
of the questionnaire data (engagement and peer networks) focused
on processes of influence from groups to individuals as well
as from individuals to groups. Analyses of the observational
data (adolescents' on- and off-task classroom behavior) are
still being conducted.
4. Brockport (1988-90)
This project began with questionnaire data being collected from
participating children (n=57) in two 4th and two fifth grade
classrooms. In one fourth grade classroom, the assessments were
repeated at the end of the year (c.f., Kindermann, 1993). The
project was then extended into the 6th grade (some of the children
from the elementary school was retained), which included 13
classroom (i.e., the entire cohort of 6th graders; n=320). Analyses
focused on group processes, namely selection, elimination, and
sociliation that can result in change in children's motivation
across the school year (year 1) as well as on whether children's
friendships can be seen as an alternative social context
that is influential for children's motivation (e.g., Berndt
& Keefe, 1996; see Kindermann 1996).Current analyses are
being conducted with the additional measurement points and in
addition to targeting children's engagement as an outcome, children's
academic achievement is being examined as an alternative.
Page written by Nicole Sage
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