THE ACHIEVEMENT MOTIVATION ENHANCEMENT MODEL: EVALUATING AN AFFECTIVE INTERVENTION TO RESOLVE UNDERACHIEVEMENT

2020-06-15T15:24:45Z (GMT) by Ophelie Desmet

This dissertation investigated an affective curriculum intervention’s effectiveness in resolving

underachievement. The intervention was first implemented at a summer program with 20 students

and four camp counselors. Inductive analysis of qualitative data indicated that most participants

had positive perceptions of the model. Descriptive analyses indicated the intervention had small,

positive effects on students’ academic self-perceptions (MD = 0.122, SD = 0.621, d = 0.196) and

attitudes toward teachers (MD = 0.139, SD = 0.848, d = 0.164) were found. There was no change

in attitudes toward school (MD = 0.080, SD = 1.327, d = 0.060) and goal valuation (MD = 0, SD =

0.721, d = 0) and a moderate, negative effect on self-regulation (MD = -0.620, SD = 1.346, d = -

0.460). The intervention was then implemented in a middle school with one 12-year old girl who

was gifted and underachieving. An explanatory mixed methods design, combining a single-case

A-B design, an interrupted time series simulation, and inductive analysis, was used. The model

was perceived as useful, mainly in increasing self-perceptions. Results showed a significant

increase in behavioral engagement (d = 1.224, p <.001) and improved achievement (SMD = 1.28).

Academic self-perception (MD = 0.57) and attitudes toward school (MD = 1.00) improved,

attitudes toward teachers showed no change, and goal valuation (MD = -0.67) and self-regulation

(MD = -0.40) decreased. These two studies provide preliminary evidence for the effectiveness of

the intervention.