Understanding and supporting the motivation of students from low-income families |
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| Institution: | 1. Department of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi, 78, 00185 Rome, Italy;2. National Institute for the Evaluation of the Education System (INVALSI), Via Ippolito Nievo, 35 – 00153 Rome, Italy;3. Department of Systems Medicine, Tor Vergata University of Rome, Via Montpellier 1, 00133 Rome, Italy |
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| Abstract: | Motivational development in low-income adolescents has been insufficiently studied, due to the difficulties involved in accessing the target population. Nevertheless, previous research suggests that some specific developmental patterns might be particular to this group. On the basis of Self-Determination Theory (SDT) and using latent growth modeling (LGM), we investigated the trajectories of intrinsic and extrinsic motivations in low-income students during adolescence, and we identified the role of parents, teachers, and classmates in determining these trajectories. The participants were 228 adolescents (Mage = 12.8; SDage = 1.74; 43.4% girls; 17.1% immigrants) officially certified by the Italian government as being below the poverty threshold. Data was collected by means of a four-wave research design over a period of two years.Our findings revealed a significant drop in levels of identified regulation over time, while all other forms of motivation, including intrinsic motivation, remained stable during the period considered. Low-income students therefore appear to experience a specific form of motivational decline during adolescence, so that they perceive studying as being less and less meaningful in relation to their goals, values and identities. This decline is even more pronounced for second-generation and male low-income adolescents.However, parents and teachers were significant predictors of identified regulation at each point in time, suggesting that their support for autonomy fosters identified regulation throughout adolescence. As regards the role of classmates, peer acceptance appears to support identified regulation, while having many friendships seems to have a negative impact on this kind of motivation. |
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| Keywords: | Academic motivation Self-determination theory Low-income adolescents Autonomy support and peer relatedness Latent growth modeling |
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