Survey Finds Students Eager but Needing Motivation; Ninth Grade Pivotal Year
Contact: Kay Hyatt at (207) 581-2761
ORONO, Maine — Overall, Maine students are optimistic about their future, expect to go to college and are confident they will achieve their goals, according to preliminary survey results from the National Center for Student Aspirations (NCSA) at the University of Maine. However, many of these same grade 6-12 students seemingly lack the motivation and persistence to take on new and complex learning and to work toward stated goals.
Eighty-eight percent of girls and 76 percent of boys expect to go to college, and 77 percent say they need to go to college to get a good job, but over 20 percent change their goal if they find that achieving it is difficult.
The early statewide findings also reveal the ninth grade as a crucial transition year — a last chance to reach and motivate young teenagers at risk of losing interest or dropping out academically and socially. And the state data reflect the continuing vulnerability of boys, with girls out-performing them academically, working harder and feeling more supported in school.
In results from the Students Speak II survey, representing the perspectives of nearly 17,000 6th-12th grade students from 97 Maine schools, ninth graders have the lowest grade point averages and the least amount of self-confidence. Ninth graders, usually in their first year of high school coming from a K-8 or middle school environment, feel less supported by teachers, make less effort and are less optimistic about their future than their younger and older student colleagues.
Ninth graders also have lower participation in school co-curricular activities. Overall, sports constitute the biggest co-curricular activity for males and females in grades 6-12, but 20 percent of the students don’t participate in any school activities.
The first and most significant decline in most of the internal and external factors contributing to higher student aspirations occurs in ninth grade, according to the report. Perceptions become more positive in the 10th grade and peak in the junior and senior years. Sixth graders are the most energetic and optimistic about school and the future.
“The voices of ninth graders, particularly the boys, send a strong message about the need for greater instructional and emotional support as these young students make the huge shift to high school,” says Carla Ritchie, co-director of the NCSA. “As educators, we need to teach kids how to reach out and encourage all school personnel to be proactive in responding to students’ emotional, as well as instructional needs,” she says.
Targeted for students in grades 6-12, the Students Speak II survey is available free of charge to Maine schools through June 2006. The current preliminary data is from surveys conducted during the spring of 2005. The complete report, along with helpful information for interpreting and using the data, are on the NCSA website at www.studentaspirations.org.
The survey and corresponding reports to schools are part of the Maine Aspirations Benchmarking Initiative, a multi-phase project funded by Webber Energy Fuels, and conducted through the NCSA and the Center for Research and Evaluation at UMaine’s College of Education and Human Development.
Based on the latest research in conditions and concepts that support high aspirations and achievement, the Students Speak II survey is designed to help schools measure the effectiveness of their efforts to raise student aspirations in three areas: social supports — emotional support and recognition provided to students by school personnel; intrinsic motivation — students’ internal desire and effort to attain academic goals; and self-efficacy — students’ confidence in their ability to accomplish tasks, make decisions and achieve goals.
Maine students’ perceptions of themselves are highest and the gender gap and ninth grade dip are lower in the self-efficacy category. They tend to be confident in their own ability. Ninety percent of girls and 84 percent of boys believe they will finish high school and be ready to do well in life. Seventy-four percent — of girls and 73 percent of boys express confidence in their academic ability, and 85 percent of girls and 78 percent of boys believe they can do whatever they set their mind to accomplish.
Student perceptions are not as strong when it comes to feeling supported in school. Overall, students agree that teachers recognize individual strengths and successes and believe in their potential. For example, 73 percent of girls and 63 percent of boys say their teachers tell them when they do a good job and try their best. A similar percentage says their teachers believe students can succeed. But teachers aren’t as proactive when it comes to emotional support, according to student perceptions. Only 53 percent — 63 percent girls and 44 percent boys — say there is at least one teachers who makes them feel better when they are sad or upset.
The intrinsic motivation category has the most practical effect for schools in targeting specific areas of need and helping students improve their academic practices and skills. While the survey reflects that students are interested in learning, the willingness to do the required work seems to be lacking, according to Ritchie.
For instance, 84 percent of girls and 70 percent of boys say they come to class prepared, and 80 percent of girls and 65 percent of boys percent do their homework.
“Girls feel more supported, put in more effort and seem more invested in doing what it takes to do well in school,” Ritchie says. However, she points out that only 63 percent, with little difference between boys and girls, seek solutions to complex problems, and just 48 percent double check their work before handing it in.
Ritchie also sees a message for schools to think about how instruction builds on prior knowledge. While 73 percent of students are eager to learn new things, 34 percent would prefer to do projects on something they already know rather than having to learn something new, and 34 percent would rather do a boring easy project than an interesting difficult one.
“None of the federal and state laws currently influencing teaching and learning in schools can effect the most important factors — the dispositions, beliefs and motivation that our students have about learning, their own capabilities and their futures,” says Walter Harris, director of the Center for Research and Evaluation (CRE), which analyzes the surveys and prepares reports for participating schools. “This survey helps us understand the student experience in Maine schools, and as more and more schools participate in this opportunity, we will be able to provide better data to schools and policymakers about practices that promote student success and those that could be improved.”
The free survey for Maine schools is available by contacting the CRE at (207) 581-2493. The CRE can also work with participating schools to provide further and more specific analysis of the data. The survey is available to schools in other states for a fee.
The Students Speak II report and related items are available on the NCSA website — www.studentaspirations.org/.