The Influence of Student Motivation And Student Self-Efficacy On Teacher Behavior A dissertation submitted by Gwendolyn Moore to FIELDING GRADUATE

UNIVERSITY in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION This dissertation has been accepted for the faculty of Fielding Graduate University by

Committee Members: Norman Harris, Ph.D., Research Faculty Lenneal Henderson, Ph. D., Faculty Reader DaMara Richen, Ed. D., Student Reader Page Jones, Ph.D., External Examiner

UMI Number: 3368045

Copyright 2009 by Moore, Gwendolyn

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The Influence of Student Motivation And Student Self-Efficacy On Teacher Behavior By Gwendolyn Yvonne Moore

Abstract This mixed methods (qualitative and quantitative) study critically examines how student motivation is influenced by student self-efficacy and teacher behavior. The study was conducted using two groups: (a) treatment group (N=l 1) participated in survey, interview, and observation; and (b) control group (N=6) participated in survey. Seventeen 5th grade students, one Black male student, and 16 White students (8 males and 8 females), from a Metropolitan Atlanta Title I school in the state of Georgia participated in this study. The quantitative analysis consisted of the application of the Children's SelfEfficacy Scale (Bandura, 2006). Pretest and posttest means and standard deviations were conducted for each of the questions on the Children's Self-Efficacy Scale. The difference in pretest and posttest scores revealed significance for self-efficacy and were found in three areas: (a) language, (b) social studies, and (c) physical setting for a place to study. Significance for "I learn to use a foreign language," the treatment group decreased slightly (M = -.09, SD =.83), and the control group decreased more (M = -2.50, SD = 1.38) (t =4.53, p<_-001). For "I learn social studies," the treatment group grew slightly ii

(M = .09, SD = .54), and the control group grew more (M = .67, SD = .52) (t = 2.13, p < .05). For "I arrange myself a place to study without distractions, the treatment group decreased (M = -.45, SD = 1.37), and the control group grew (M = 1.00, SD = 1.10) (t = 2.23, p < .05). No significance was found for the other questions. The qualitative portion included interviews and observations, and the students received high points for their selfefficacy and motivation. A pretest and posttest survey was used to determine the frequency, mode, and standard deviation of Bandura's (2006) children's self-efficacy subtitles: Confidence, Academic Achievement, and Self-Regulated Learning. The study revealed that students had confidence in their methodology. The results were statistically significant with selfefficacy and social cognitive theory and motivation theory. The implications of these findings suggest student self-efficacy and motivation thrive in a culture where the teacher uses effective teaching strategies.

Key Words: Self-Efficacy, Motivation, Academic Achievement, Teacher Behavior, SelfRegulated Learning, Confidence, Classroom Management, Self-efficacy and Social Cognitive Theory, and Motivation Theory

in

Copyright by Gwendolyn Moore 2009

IV

Dedication/Acknowledgements I praise God for the many blessings bestowed upon me and my family. I give thanks to my Lord and Savior Jesus Christ for making this endeavor possible. This dissertation is dedicated to the little ones that I love; my grandchildren Kayla, Benjamin, Alana, Natalie, and Noah. I thank Dr. Benjamin Moore, my husband, for his support and guidance. Also, to my son Benjamin and his wife Saroyah, and my daughter Keesha and her husband Antonio, thank you for your constant love and encouragement during this journey. I thank God for my loving parents, the late Epolian, and Mary who instilled in me the hard work ethic. I also give thanks to my godmother Eula that passed away, for planting the seed in my mind and encouraging me to get my doctorate. I am especially grateful for my committee, Drs. Sheila Gregory, Lenneal Henderson, and Norman Harris. Thanks to my student reader Dr. DaMara Richen, my friend and sorority sister, for being there. It is with sincere appreciation that I thank all

of those at Fielding Graduate University that made this possible. I especially want to thank my chair and mentor Dr. Sheila Gregory for always being there for me. Thanks to Dr. Page Jones my special friend for being my external auditor. I am also thankful for all of the other family members for your love, patience and encouragement. Thank you to all of my special friends for your understanding and support. I would also like to thank all of my Fielding friends and cohorts for your continuous support. Thanks, to all the educators for their support in this endeavor.

Finally, thanks to the superintendent, principal, teachers, students, parents and all of the others at the school where I conducted my dissertation research. I could not have done it alone.

VI

TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION Background of the Problem Statement of the Problem Purpose of the Study Research Question Definition of Terms Limitations of Study Significance of Study Hypothesis Conclusion CHAPTER TWO: LITERATURE REVIEW Introduction Student Motivation Goal Setting Motivation, Culture, and Diversity Motivation and Lifelong Learning Motivation and Self-Determination Intrinsic and Extrinsic Motivation Student Self-Efficacy Teacher Behavior vii 1 1 3 4 5 5 6 7 7 7 9 9 10 11 11 12 12 13 14 26

Effective Teacher Behavior Effective Instruction Theoretical Model Introduction Motivation Theory Self-Efficacy Theory/Social Cognitive Theory Teacher Behavior Summary and Synthesis of the Literature CHAPTER THREE: RESEARCH METHODOLOGY Introduction Design of Study Participant Selection Data Collection Procedures Method of Analysis Summary

27 28 29 29 30 31 32 34

36 37 39 40 42 44

CHAPTER FOUR: ANALYSIS OF THE DATA AND PRINCIPAL STUDY FINDINGS Introduction Analysis of Data Presentation of Analysis Emergence of Theme # 1: Confidence Analysis of Pre-Survey viii 45 46 47 48 48

Emergence of Theme #2: Self-Efficacy for Self-Regulated Factor Analysis of Pre-Survey and Post Survey Emergence of Theme #3: Self-Efficacy for Achievement Dominant Theme #4: Classroom Management

51 57 64 68

Dominant Theme #5: Attribution, Motivation, and Self-Efficacy.. .70 Dominant Theme #6: Attitudes Research Question Conclusion CHAPTER FIVE: CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS Introduction Summary of Findings Implications and Recommendations: Emergence Theme #1 Implications and Recommendations: Emergence Theme #2 Implications and Recommendations: Dominance Theme #3 Implications and Recommendations: Dominance Theme #4 Implications and Recommendations: Dominance Theme #5 Conclusion References 85 85 85 89 90 90 91 92 93 96 78 79 84

IX

LIST OF TABLES Table 1: Gender of Participants Table 2: Frequency Table Table 3: Responses to Question 1: "I get other teachers to help me when I get stuck on my school work"....49 Table 4: Responses to Question 2: "I get other students to help me with my school work" Table 5: Responses to Question 3: "I talk to others to help me with problems with friends, teachers, and other people at school" Table 6: Responses to Question 4: "I get a friend to help me when I have social problems" Table 7: Responses to Question 5: "I learn general mathematics" Table 8: Responses to Question 6: "I learn reading skills" Table 9: Responses to Question 7: "I learn writing skills" Table 10: Responses to Question 8: " I learn to use computers" Table 11: Responses to Question 9: 54 53 52 52 51 50 49 47 48

"I learn to use a foreign language" Table 12: Responses to Question 10: "I learn social studies" Table 13: Responses to Question 11: "I learn English grammar" Table 14: Responses to Question 12: "I finish my homework assignment by deadlines" Table 15: Responses to Question 13:

54

54

55

56

"I get myself to study when there are other interesting things to do".. .56 Table 16: Pretest Scores, Posttest Scores, Difference Scores, and Independent Samples t-tests for Treatment and Control Groups on the Children's Self-Efficacy Scale (Bandura, 2006) Table 17: Descriptive Statistics Table 18: Responses to Question 14: "I always concentrate on school subjects during class" Table 19: Responses to Question 15: "I always concentrate on school subjects during class" Table 20: Responses to Question 16: "I take good notes during class instruction" Table 21: Responses to Question 17: "I remember well information mentioned in class and textbooks" Table 22: Responses to Question 18: "I organize my school work" xi 66 65 65 64 64 58 63

Table 23: Responses to Question 19: "I get myself to do my school work" Table 24: Responses to Question 20: "I arrange myself a place to study without distractions" Table 25: Responses to Question 21: "How do you study for math" 72 71 66

xn

LIST OF APPENDIXES APPENDIX APPENDIX A B Letter of Informed Consent, Classroom A - Surveys Letter of Informed Consent, Surveys, Interviews, and Observations APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX C D E F G H I J Assent for Older Children/Adolescents Exclusion Script Pre and Post Survey: Children's Self-Efficacy Scale Interview Questions Oral Script to the Interview Student Observation Log Letter to Principal of Proposed Site The Approval Letter from Bartow County Schools Superintendent APPENDIX K Letter to Superintendent of Bartow County Schools Permission to access student data 118 119 103 106 108 109 112 113 115 116 101

APPENDIX APPENDIX APPENDIX

L M N

Letter from Principal IRB Letter IRB Approval Letter

117 123 124

xm

CHAPTER ONE: INTRODUCTION This dissertation seeks to examine the influences of student self-efficacy and teacher behavior on the motivation of fifth grade students to achieve academically. Chapter 1 includes the introduction, purpose, statement of the problem, research questions, limitations, and conclusion. Chapter 2 presents the literature review, and the theoretical framework and research methodology, data collection, and method of analysis for this dissertation study. Chapter 3 includes research methodology, design of the study, participant selection, major study findings, and data reliability. Chapter 4 includes analysis of data. And finally, Chapter 5 includes conclusions, implications, and

recommendations for future research.

Background of the Problem The background of this dissertation is based on empirical research that is relevant to student motivation, student self-efficacy, and teacher behavior. The aim of the study is to determine if there is a significant relationship between motivation and student selfefficacy, student motivation and teacher behavior, confidence, and study habits. Falco (2008) examined middle school students' attitudes, self-efficacy, achievement, selfregulated learning, and mathematics student classroom learning behavior. The findings indicated that students' reported attitude and self-efficacy beliefs in mathematics declined in middle school. The reasons given as described by middle schoolers were that selfefficacy beliefs are less valuable, "and students' reported decreased effort and persistence

2 in mathematics" (Falco, 2008, p. 48). Falco explained that children in elementary school's expectancy to do well in school need to be promoted due to declining competency beliefs; this is true for math. These beliefs are carried through into middle school. Falco determined that adolescents experience many changes (psychological and physiological) in middle school and their thinking changes to more abstract thinking in "higher order cognitive processes" (p. 46). It was suggested by Falco that intervention in the form of positive self-concept in relation to math and problem solving would be beneficial for students in upper elementary school and middle school. This concept shines light on the research question: Does a significant relationship exist among three key variables: student motivation, to achieve academically and their self-efficacy, and teacher behavior? Hopefully, this study will provide added findings that will aid in student's confidence, improve student's study habits, increase Annual Yearly Progress and move closer to closing the achievement gap. Closing the achievement gap between African American students and Caucasian students is of great concern (Pirtle, 2007; & Pennerman, 2003). The No Child Left Behind Act (NCLB) of 2001 (2006) educational reforms continue to hold educational leaders to strict accountability standards for all students in the core areas of reading, writing, mathematics, science, and social studies. Teachers are motivated to do their best for students and are held accountable for student test results (Tawil, 2008). The NCLB Act of 2001 (2006) clearly aims to close the achievement gap and is designed to change the culture in America's schools, which allows parents more options,

3 and teachers freedom to use research that works. States must describe how they will close the achievement gap. Schools are held accountable for academic achievement proficiency for all students, including African Americans, and disadvantaged students. Adequate Yearly Progress is the state's measure of progress toward the goals of 100% of students achieving state academic standards in reading, language arts and math. Schools that do not make AY P must provide supplemental services, such as tutorial services, after-school remediation, and take actions that will correct the situation. If the school is not making A Y P after five years dramatic changes must be made in the way the school is run (Santamaria, 2008). Statement of the Problem

According to the No Child Left Behind Act of 2001 (2006) schools are held accountable for student achievement. Closing the achievement gap and making Annual Yearly Progress in the school for all students is a concern for educational leaders. Falco's (2008) study examined middle school students intervention of basic skills building curriculum on student self-efficacy, self-regulated learning, and classroom learning behaviors in math. Falco maintained that students are academically challenged in middle school than in early elementary school. Findings suggest that statistical significance was found post intervention for female participant's attitudes toward math. My experience has shown that students are challenged by self-esteem and self-efficacy issues perpetuated by ineffectual motivation evidenced in the school climate.

4 Purpose of the Study The purpose of this mixed methods study is to determine to what extent, if any, a significant relationship existed between student self-efficacy, teacher behavior, and the motivation of students to achieve academically. Self-efficacy is one's ability to organize and manage the actions to take in prospective situations (Bandura, 1997). Based on the No Child Left Behind Act of 2001 now more than ever before leaders are determined for every student to reach Adequate Yearly Progress (AYP). "AYP is the individual state's measure of progress toward the goal of 100% students achieving to state academic standards in at least reading, language arts and math" (The Nation's Report Card, 2007), Ed.Gov). The Office of the Press Secretary (2006) released a statement concerning NCLB legislation of 2001 (2006) on behalf of the President of the United States, that leaders concern themselves with every student's achievement. In 2007 students scored higher on standardized tests than in the past (The Nation's Report Card, 2007). Leaders are urged to continue measuring results and adhering to strict accountability standards for teaching every student to read, write, and do math. The phenomenon to be studied in this research is the influence of self-efficacy on fifth grade student motivation to achieve academically, and the influence of teacher behavior on fifth grade student motivation to achieve academically. Understanding the student's motivation, self-efficacy, and teacher behavior seems to be an important element in student achievement. "Perceived self-efficacy refers to belief in one's power to produce given levels of attainment" (Bandura, 1997, p.3 82). Understanding the student's motivation, self-efficacy, and teacher behavior seem to be an important element

5 in academic achievement. Hopefully, student motivation, self-efficacy, and teacher behavior when internalized by the student becomes instrumental in student self-esteem which, in time, improves student academic achievement. Hopefully, this research will assist educators in understanding student perceptions as it applies to study habits, confidence, motivation to do well in school, and accountability.

Research Question Is there a significant relationship among three key variables: students' motivation to achieve academically and their self-efficacy, and teacher behavior?

Definition of Terms Achieve academically: Refers to a letter grade of "C" or above that a student has received in core areas, such as math. Attendance rates: Refers to the average number of days that a student is present in core area subjects, like math, reading, and science. Confidence (Bandura's 2006 subscale): A term used to describe a firm belief in self. Self efficacy-a belief or attitude about oneself and one's ability to be successful (Bandura, 1997). Motivation: An inner need or desire that moves one to take action (Maslow, 1987) Teacher behavior-a leading, caring and nurturing behavior in the process of

6 teaching students (Merriam Webster, 2000). Study habits: An action that causes one to repeat a practice enough times that it becomes automatic (Merriam Webster, 2000).

Limitations of Study First, this study was limited to one school in the state of Georgia. Thus, utilizing one school and making this study a quantitative case study. Therefore, the findings derived from this study will be limited principally to the specific school from which the data are drawn and cannot be generalized to other schools in Georgia. Second the study was limited to 17 students than the 40 that were anticipated, due to unforeseen causes may restrict the scope of this study. The treatment group and the control group were selected at random. The treatment group was administered the presurvey, interview, survey, and post-survey in one month based on unforeseen circumstances and may limit the range of the research. Third, the study is limited to one teacher and two separate classes. Therefore, this study is not representative of the general population of fifth grade students in the district. This study is limited to 17 students in all, 11 students in one class (the treatment group), and 6 students in the other class (the control group). Fourth, the study was limited to Bandura's framework and did not attend to the peer influence of learning. The final limitation of the mixed study is that no attempts were made to determine socioeconomic status of students.

7 Significance of Study The significance of the study is to better understand the influences of self-efficacy and teacher behavior on the motivation of fifth grade students to achieve academically. This knowledge will assist teacher training programs and schools in the planning and delivery of teacher training and professional development programs which include strategies for motivating students Hypothesis I hypothesize first that student motivation, self-efficacy, and teacher behavior, when internalized by the student, are interrelated and therefore becomes instrumental in student self-esteem. Consequently, in time, this interrelationship significantly improves student academic achievement. Conclusion Due to the NCLB Act of 2001 (2006) this study is important. Fifth grade students are expected to pass standardized tests or Adequate Yearly Progress is affected. Hopefully, the information in this study will add to the understanding and development of a body of knowledge necessary to improve student academic achievement. This knowledge will assist teacher training programs and schools in the planning and delivery of teacher training and professional development programs which include strategies for motivating students. NCLB of 2001 (2006) clearly states that school leaders are responsible for educating all students regardless of race or ethnic background in the core areas. Concerning students, self-efficacy judgments associated with an outcome can be disassociated when

8 no action can produce a selected affect. According to Bandura, (1986) "self-efficacy is effectively dealing with the environment in areas of prejudicial structured system, variations in performance, however skillfully executed, may have little or no effect on some desired outcomes. Thus, for example when athletes were rigidly segregated by race, black athletes could not gain entry to major league baseball no matter how well they pitched or batted (p. 392)." Minority student underachievement continues to be a major concern (Pennerman, 2003).

9 CHAPTER TWO: LITERATURE REVIEW

Introduction Chapter 2 provides a critically examination of the literature review, which includes a background on student motivation, social cognitive theory, student selfefficacy, and teacher behavior, from the perspective of educational leaders. The criteria for the selected items in the literature review are as followed: (a) the relatedness to upper elementary school students in areas, such as, reading and math, (b) motivation for students, (c) generalizable with students and academic achievement, and (d) effective teacher behavior and effective instruction. Change is an important concept for leaders and is therefore included in the background history. The covariance in this study is student self-efficacy and teacher behavior. This study examines the influence of student self-efficacy and teacher behavior on student motivation. Based on The No Child Left Behind Act of 2001 educators are determined that every student will learn to read, write, and do math. To understand the many factors that contribute to student achievement the literature review will be divided into the following sections: Student motivation, goal setting, motivation culture and diversity, teacher behavior, motivation and self-determination, student self-efficacy, and effective instruction.

10 Student Motivation Mitchell (1982) determined that children work harder when they recognize their goal-setting capabilities by setting and achieving goals. According to Ryan and Deci (2000) motivation is a value for educational leaders. A study conducted by Wigfield and Guthrie (1997) examined 4th and 5th grade student reading motivation. Wigfield and Guthrie's study was conducted in a school in the Mid-Atlantic States. From September to May the students read for 2 hours during the school week days and 4 hours on weekends. The number of hours that the students read were recorded by parents and submitted to the Media Specialist. The purpose for the children entering the study was to improve their reading capabilities. The statistical significance for the students was an improvement in reading with 58.88 reading hours in 1991 and 73.59 in 1992. From September to May the students' average reading per day was 12.81 hours. Fourth grade students read more hours than fifth grade students in the years 1991-1992. Children that were highest in motivation in the fall read more books than the others participating students. Grades are a value for student motivation (Wigfield and Guthrie, 1997). Students believed their grades would improve by participating in Wigfield and Guthrie's study. Students in Wigfield and Guthrie's (1997) study were motivated to read by social interaction, reading helped the students to understand other aspects of school, and reading is a subject used in other parts of the curriculum. The study revealed frequency in reading increased motivation. Also, in the fall more rewards were given to the students

11 for reading than in the spring. The study explained that rewards are important in motivating students to read. According to Wigfield and Guthrie (1997) the methodologies were measurement for the study using questionnaires, interviews, and observations. Also, boys differed in reading motivation than girls. Reading is a determinant for success in school and girls reported more motivation than boys which is a concern for educators.

Goal Setting Behavior that leads to goal setting is emphasized in Bandura's (1997) selfefficacy and social cognitive theory. Bandura suggested that setting goals and maintaining motivation, is based on self-determination and self-regulation. An analysis of the literature suggested self-determination is necessary in accomplishing goals. More will be discussed later in this paper on self-determination, and intrinsic and extrinsic motivation. Petri and Govern (2004) emphasized that motivation theory consists of reinforcements, for example, parents giving rewards for student grades. Furthermore, parents that give rewards for grades encourage academic achievement.

Motivation, Culture, and Diversity According to Lewis and Kim (2008), students expressed a desire for positive attitudes in school culture. Wlodkowski and Ginsberg (1995) maintained that culture exemplifies the root cause of values, beliefs, and actions/motivation. These elements are

12 constantly changing in relation to the environment and human beings. Through these interchanges, human beings are constantly going through processes; initiating action, starting with the person, and then interacting with the environment. Bristow's (2000) study consisted of sixth graders' and examined science textbook instruction for the control group and hands-on instruction for the experimental group. There were no significant differences found in the control group and experimental group academic achievement. The findings indicated that the experimental group expressed significantly more positive attitudes toward science than the control group. According to Bristow (2000) these positive attitudes should improve sixth graders attitudes towards lifelong learning in science. Billington's (1988) study examined community involvement and maintaining lifelong learning. Motivation and Lifelong Learning The literature (Billington, 1988) suggested that one of the many student desires is to fulfill a lifetime goal of learning in education. Motivation stems from a desire to enhance one's learning and experience new cognition and growth that produces a change in the individual. Other insights received from Billington suggest that one of the many student motivations is led by a need to get a good job. Students' purpose for self-education is one of the sources that motivate initiatives to continue lifelong learning through growth, development, and experience. In analysis of Billington's findings, two dynamic relationships relate to the ego. They include self-interaction with the environment and interpersonal relationships.

13 Motivation and Self-Determination According to motivational theorists (Maslow, 1943, 1987; Bandura, 1989), human needs motivate people to take action. Additionally, human beings are also motivated by vicarious experiences, physiological needs, and experience from prior performance. Furthermore, students use prior successful experience to model future experience. First, according to Ryan and Deci (2000), people strive for competence and individual motivation based on values, beliefs, and culture. Second, each person's perception of motivation connects to things they associate with. Finally, autonomy in human beings is associated with freedom of choice. Deci and Ryan stated that sometimes human movements are a result of coercion. Other times people move because they like the activity. People can be persuaded to movement based on strong leadership and open communication. The motivation that human beings choose relates to internal and external motivation.

Intrinsic and Extrinsic Motivation Bandura (1997) suggested that rewards lessen intrinsic motivation when used as an instrument of control, yet increase when rewards substantiate positive performance. Bandura continues to contend that people view themselves as being in control of their talents and deserve to be compensated for them, rather than easily persuaded to be controlled by objects. Bandura (1997) also stated that, "in the pursuit of excellence, the higher the student's self-efficacy beliefs, the higher the academic challenges they set for themselves and the greater their intrinsic interest in scholastic matters" (p. 220).

14 Moore and Ratchford's (2007) study discovered African American boys were being sent to in school suspension more than others in the school. The study suggested teacher training for identifying biases and in providing a safe and nurturing environment for these boys. For the purpose of motivating the students to achieve academically, the study examined the mentor relationship by pairing African American boys with other teachers and professionals in the community. The boys were mentored outside of school. The findings included the boys behaving better as a result of the mentoring relationship.

Student Self-Efficacy Bandura (1997) may be considered the leading contributor in self-efficacy literature. Self-efficacy is one's perception of the "capabilities to organize and execute the courses of action required producing given attainments" (p. 3). Self-efficacy emerged in social cognitive theory. Bandura's position is that self-efficacy in human beings is the capability and determination of human beings taking control of vicarious situations and managing actions. Pajares (2002) features a website specifically on Bandura's self-efficacy

literature. The literature review (Pajares) showed that human beings are born with selfregulating systems. These systems enabled human beings to manage their behavior, for example self-management. Self-management enables humans to learn from others. Pajares (2002) also suggested that capability and mental capacity are relative to decision-making ability. In retrospect, humans have the ability to reflect on prior

15 behaviors in situations. The prior reflection on human behavior provides feedback, and decisions are made based on such feedback. Changes in behavior possibly occur based on reflective thinking and future actions. Bandura's (1986) social cognitive theory in analysis provided understanding that human beliefs and values contribute to motivation. In general, Pajares (2002) suggested that Bandura's (1989) social cognitive theory maintained the motivation and behavior of human beings are determined by their thinking, which leads to actions as they accept their perception of the truth. Pajares contends that through environmental influences, human beliefs and values manifest themselves to fit in the social system. Personal experience showed that fifth graders; to use the metaphor, "fit in where they get in," which symbolizes social regulation. For example, student self-perception in class depends on how well they do academically, and the structural relevance to the situation. According to Bandura (2001), self-governance affects one's behavior by monitoring patterns of behavior under certain conditions and the environment. In a sense, self-reflection offers control in human behavior in various situations. Thinking and perceiving reflects the motivation of one's behavior into actions. For example, one reflects on past experiences with failure and success, which motivates action to control future behavior in similar situations. Human goal-setting activates motivation in selfefficacy. Bandura (2001) suggested that goal setting is an important part of motivation. Bandura emphasized that the complexity of the goals brings about self-reflection and perceived difficulty of accomplishing goals, which determine the motivation for action. Challenging goals spark flames that ignite motivation. Goals set in timelines present a

16 workable solution to motivation of goals. Goals set in the near future are actively pursued for their immediacy. Distant goals require a plan of action, including timelines for projected completion. The intensity of the motivation is a subset of values, beliefs, and task difficulty. The aim of this study is to examine the influences of self-efficacy and teacher behavior on the motivation of fifth grade students to achieve academically. Chapter 1 contained the introduction, purpose, statement of the problem, research questions and conclusion. Chapter 2 contains the literature review. Chapter 3 includes teacher behavior, effective teacher behaviors, effective instruction, theoretical framework selfefficacy theory, theoretical model, summary and synthesis of literature. Chapter 4 contains design of study, participant selection, data collection procedures, and method of analysis. Chapter 5 includes analysis of data and principal study analysis, analysis of survey, and emergence of themes. Understanding the student's motivation, self-efficacy, and teacher behavior seems to be an important element in academic achievement. Hopefully, student motivation, self-efficacy, and teacher behavior, when internalized by the student, becomes instrumental in student self-esteem which, in time, improves student academic achievement. According to the No Child Left Behind (NCLB) Act of 2001 (2006), students are entitled to highly qualified teachers when learning academic subjects, such as reading, writing, and mathematics. Under the auspices of federal legislation, the NCLB Act holds schools accountable for students' Annual Yearly Progress. Historically, African

17 American students have scored lower on standardized test scores than Caucasian students, although the gap is narrowing. The NCLB Act of 2001 (2006) holds schools accountable for teaching every student reading, writing, and arithmetic. The literature review and experience in the field of educational leadership has fed my desire to obtain a clearer understanding of NCLB legislation, which requires schools to meet rigorous standards and meet Annual Yearly Progress (AYP), in an effort to better assist my students (State of Georgia, 20052006 k-12 Public Schools Annual Report Card). The Nation's Report Card (U. S. Department of Education, 2007) reported that White, Black, and Hispanic students scored higher in 2007 than in any of the previous years. In my experience, school leadership has played an important role in students becoming productive citizens at home, in the school, and in the community. I want to see students do well in school. I value literacy, and hopefully my students do as well. Leadership and Change is an important key concept in the documentation of initiatives of change, reforms, student orientation and wellness, which leads the reader to the next discussion. Senge (1994) showed personal mastery as being essential for leadership, with a high degree of thinking and modeling skills. Senge further intimated that effective leadership creates shared vision by including all members of the team in the decisionmaking process. Additionally in analysis, Senge's argument equates to team learning and argues that the leader is the key to creating change.

18 Yukl (2001) suggested that change requires leadership with a clear vision. One of the things that leaders strive for is effective change. Leaders decide how deep to delve in making a change. Johnson (2005) stated that, "The challenge is not in the pace of change but in its depth" (p. 144). Therefore, effective leaders as a change agent are in a position to affect growth in student motivation and promote a culture of greater opportunities for student academic achievement. A major change in educational reform and accountability standards occurred with the NCLB Act of 2001, formerly known as the Elementary and Secondary Act of 1965. Additionally, Title IX (U. S. Dept. of Educ, 1972) of the Education Amendments Act brought about in sex discrimination in education reforms (www.ed.gov). Through professional and practical experience and the literature review, I believe that students in stable environments tend to do better than those in less stable environments. Werner (1989) shines some light on children, stability, and environment. In 1989, a longitudinal study was conducted in Kauai, Hawaii (Werner). Werner's longitudinal study termed, "The children of the island, " began in 1955. The garden island of Kauai was selected because of the stability of the people. It was determined that island residents were grounded and less likely to leave the island: Instead, islanders were more likely to remain there for their entire lives. Werner's (1989) findings also suggested that the better home conditions children lived in, the better equipped the children were with coping skills. For example, in a 2007 study, Keijorfers found that effective parental responsibilities included providing children with a stable home environment by nurturing and caring for their children and

19 assisting in their children's cognitive development. Further insights from Keijorfers indicated that a whole child's cognitive developmental environment consists of home, church, and community, with the extension of a stable school environment. A closer look at what it means to have stability at the school led to the examination of teacher retention. Teacher retention is one of the many keys leading to sustainable reform in schools. In other words, a stable environment for children included having stable teachers in the school. The link between home practices and student self-efficacy was explored in Werner's (1989) study. The study suggested that a stable environment benefited the children most by enhancing student self-esteem and perceived self-efficacy. Students with perceived self-efficacy are motivated in school. Jensen and Christensen's (2007) study maintained teachers motivate students to learn by keeping the learning as close to reality as possible. The literature review (Ford, 1992; Bandura, 1997) suggested that understanding behavior management determines the direction, which leads to accomplishing goals. Additionally, self-efficacy and self-direction feed the behavior into sustaining longevity in pursuit of goals (Bandura). Another way to look at this concept is to examine the lack of self-determination and self-efficacy, which can cause abandonment of goals. This will be discussed later in this paper under self-efficacy. Bandura (1997) goes on to say that, "Motivation is a general construct that encompasses a system of "self-regulatory mechanisms" (p. 228). Cognitive motivation could be considered one "self-regulatory" system. Cognitive motivation is linked to goal

20 setting, working the system to accomplish goals, and regulation of time, energy, and effort. Social cognitive theory has been used to anchor the concept of academic learning to motivation, and self-governance to developing skills. Bandura (1997) stated, "people must develop skills to regulate the motivational, affective and social determinants of their intellectual functioning as well as the cognitive aspects" (p. 228). The literature (Bandura, 1997) review suggested that people tend to maximize self-influence in every situation. Self-governance in a person utilizes critical thinking skills when selecting and forming structures. "The strategic skills needed to exercise control over one's own learning and memory processes take three different forms" (Bandura, 1997, p. 229). Bandura calls these forms strategic skills. The first strategic skill is identification, which calls for information-gathering skills, such as selecting, transforming, and organizing thoughts into coherent and recognizable forms. These forms can be recalled time after time for memorization. The second is cognitive operational skills which are the ability to structure problems, devise an action plan, and apply these constructs into workable solutions. The third cognitive skill involves metacognition, which can be described as the level of thinking that involves active and conscious control over the process of thinking that is used in learning situations. According to Bandura (1997), metacognition is drawn from a social cognitive framework. The implications are for human beings to appraise, monitor, and control their thinking. Controlling a person's thinking can be done by self-regulating thought through

21 a process that evaluates, self-regulates, and makes adjustments for correcting, structuring, and determining problems into solutions and strategies for implementation. Finally, according to Ford (1992), "Motivation is a psychological, future-oriented anticipatory, and evaluative rather than instrumental phenomenon and is organized patterning of an individual's personal goals, emotional arousal processes, and personal agency beliefs" (p. 200). Wlodkowski and Ginsberg (1995) suggest people understand diversity in the context in which it was used. Wlodkowski stated that an anthropological view of diversity is a comparative of groups, as it relates to all human groups. To draw from social cognitive theory (SCT), people are motivated by their environment in their actions, behavior, and interacting influences. According to Bandura (1989) SCT deals with character that influences a person's individual capability (Bandura, 1989). The literature (Ryan and Deci, 2000) review suggested that differences in human motivation vary with individuals' growth and development. "Thus its arena is the investigation of inherent growth tendencies and innate psychological needs that are the basis for their self-motivation and personality integration, as well as for the conditions that foster those positive processes" (Ryan and Deci 2000, p. 68). Ryan and Deci's empirical research identified three areas for facilitation of motivation: competence, relatedness, and autonomy. Ryan and Deci (2000) also argue that internal motivation and external motivation are relative to the individual's feelings of well-being. The study also showed that well-

22 adjusted individuals possess greater levels of persistence, creativity, self-esteem, and selfefficacy. Intrinsic motivation includes "doing an activity for the inherent satisfaction of the activity itself (Ryan and Deci, 2000, p. 71). The drive in human beings that consists of appropriate actions based on values, beliefs, and prior experience can often make intrinsic motivation preferable to extrinsic motivation. Ford (1992) stated, "The idea that motivation is somehow out there rather than inside of the person is pervasive even among scholars; for example, discussions of intrinsic and extrinsic motivation often imply that motivation resides in activities rather than people" (p. 9). Moore (2004) explains, for example, encouragement from a teacher to a student, and using spoken words for successfully completing academic work, when internalized by the student, can be a source of motivation to do more of the same thing. According to Wiggins and McTighe (2005), "Motivation is increased when the work is of obvious value, has intrinsic interest, and provides transfer" (p. 207). Weiner (1992) suggested students benefit from goal-setting strategies which leaders employ to assist students with their persistence in reaching goals. Extrinsic motivation defined by Ryan and Deci (2000) is in reference to a performance like activity for the benefit of obtaining some outcome. Bandura (1989) goes on to say that some cognitive processes are affected by external influences. Cognitive processes partly determine five things. These include which events people in the environment observe, the sense they make from their observation, the long-term

23 is preeminent. Positive feedback is helpful in motivation for students to achieve academically. "Evaluative feedback highlighting personal capabilities raises efficacy beliefs. Feedback that the children improved their capabilities through effort also enhanced perceived efficacy although not as much as being told that their progress shows they have ability for the activity" (Bandura, 1997, p. 102). The findings show that the more persuasive feedback the children received, the higher their self-efficacy beliefs. This persuasion feedback caused the children to be more persistent with a higher level of competence eventually achieved. Kenneth and Keefer's (2006) findings support an integrated approach to achieving goals. In relativity, findings were reported that students who displayed a working relationship with self-control behaviors reported a higher degree of self-control skills. According to Kenneth and Keefer (2006), findings indicate that students reported exercising more self-control and enhanced academic ability and resilience for long-term success. One student reported self-control, applied effort, and resilience to problem areas and was better equipped to handle setbacks. Also students reportedly were more engaged in their work, and not just for getting better grades, but were interested in learning new things. The findings show that these students made better grades and possessed a positive attitude, greater interest, and a genuine desire to learn. According to Van Petegem and colleagues (2008), teacher behavior influences students' positive feelings toward school. Teacher behavior is a major influence in students' well-being, for example, the student's attitude of being happy to come to

24 school, or dreading coming to school: Van Petegem and colleagues suggested that student motivation is affected by teacher behavior. Teachers' behavior can have the potential to maintain the vitality and well-being of the student, and redirect the energy of unmotivated and uninterested learners. The findings in Van Petegem and colleagues' (2008) study suggested that student performance is impacted when a high sense of well-being, self-esteem, and self-efficacy are present. On the other hand, the report indicated that students who were unmotivated and attended school out of a sense of duty did not feel the sense of well-being. Wilson (2006) examined teacher attitude affecting student behavior by connecting teacher behavior to student motivation. According to Wilson, teacher availability produced positive student motivation and rating by the teacher. Teacher attitudes also affect student learning (Wilson 2006). Students' perception of teachers' attitude and teacher's psychological availability was a component of teacher rating. Psychological availability of teachers produced greater variability in student rating. Wilson's findings also indicated that immediacy was a small percentage factor in teacher ratings. Therefore, teacher availability contributes to student motivation to achieve academically. A widely accepted motivation theory is Weiner's (1974) attribution theory in academics emphasizing four concepts; ability, task performance, effort, and luck. Weiner's (1985)a attribution theory goes a step further than most, with coding, indication of task completion, and cognitive functioning. Weiner emphasized thinking components

25 to task completion. For example, what does a student think before task, during the task, and at task completion? Furthermore, Weiner (1985)b suggested student academic experiences affect future motivation. For example, students pass a test and use the knowledge of that experience to pass the next test. If a student failed the test, then most likely in the future, motivation of that student may be lacking, depending on the student's perception to attribution, for example, if the test was too hard, or the student did not study hard enough. The feeling of adequacy is important as well when the student perceives a measure of control over the situation. Weiner (1985)a also argued that in academics, ability and effort are important to success and failure. Student academic success is relative to ability, effort, persistence, and resilience. According to Weiner (1992), Heider Fritz is a recognized founder of attribution theory, which was confirmed by a web search. Fritz's theory indicated that internal motivation attribution is the human personality. Motivation attribution includes another human being's encouragement and support for the student to achieve academically. According to Fritz (1958), attribution theory emphasizes task difficulty and luck, which are also influenced environmentally. Timeline in achievement of goals is likely to be affected by task difficulty and luck. For this dissertation the emphasis is motivation. According to Kelley and Michela (1980), in attribution theory human beings' interests determine thoughts, and in turn, the thinking sparks motivation, enabling one to take action. "Because self-esteem, social standing, sense of competence, etc. are affected

26 by the attributions one makes, concerns about these matters may render the search for explanation less than completely objective" (Kelley & Michela, 1980, p. 473). According to Kelley and Michela (1980), human beings attribute individual success to another person involved, either directly or indirectly. For example, when a student has gone as far as possible on an independent assignment, the individual may then go to the teacher for additional clarification. Weiner's (1974) attribution theory gained acceptance in academics with the focus on four things: ability, task difficulty, effort and luck. Later, Weiner (1985)a emphasized completion of task and cognitive functioning, for example, one's thinking during and after task performance. Weiner went on to say that personal experience weighed heavily on students' perception to future task completion. The literature (Weiner) suggested that students failing a test may possibly affect future test-taking behavior because of their thinking and actions. Teacher Behavior Hyatt and Filler (2007) focused on the interpersonal relationships between preschoolers and their teachers in regard to student social behavior. The study emphasized two social skills used as intervention with children with disabilities and the change in the pre-schoolers' behaviors as a result of the intervention. Findings in the study indicated that teacher behavior could be modified and that pre-schoolers respond very well to praise, which often initiates a change in their behavior. Other (Hyatt & Filler) findings reported that small group disability children did not affect the social group's negative

27 behaviors. Finally, students with disabilities showed no change in the behavior as a result of the intervention.

Effective Teacher Behaviors Any behaviors teachers and parents want for their students and children should be modeled by their behavior. Children model behavior after observing teachers and parents (Cosby & Poussaint, 2007). The old adage, "actions speak louder than words," still has a primary function in leading others. "Do what I say, not what I do," may be emphasized to the children verbally, but it does not matter; what matters most is that when all is said and done the children will do the same as the teacher and parents. "Whatever the behaviors and attitudes you want for the children it is best to model them in your life" (Cosby and Pouissant, 2007, p. 80). The method in which a teacher and parent model behavior is important in the life of a child (Cosby and Poussaint). According to Van Tassel-Baska and colleagues (2008) teacher behavior is linked to student learning. Also, teacher instructional methods employed and the manner in which teacher behaved in the classroom affected student learning. The study showed that classroom reform is dependent on positive teacher behaviors and what mattered most for effective teaching in this study were the greater the number of years of teaching experience and training in the subject, the better the results. Luefer (2007) found that speaking voice and movement were important teacher behaviors. Luefer also reported findings that encouragement contributed to active positive full time student participation in school settings and has a major influence on the

28 learning process. The study also indicated teacher acknowledgement of the individual contributions of students can be influential in the learning process. There are many concerns that fall under the umbrella of teacher behaviors. Modeling behavior to foster positive community relations is equally important.

Effective Instruction According to Schmoker (2006), effective instruction is important for academic achievement. Also, Schmoker refers to effective instruction as a well-planned lesson. A well planned lesson allows the students to have a voice. Conroy, Sutherland, Snyder, and March (2008) emphasized classroom instruction. In the case study of Conroy et al teachers were able to record the responses of students and chart the frequencies of number of times students received praise during instruction. By examining the student responses the teacher discovered how often student responses led to verbal praise as a result of direct instruction. Effective instruction includes teachers applying strategies for increasing opportunities for students to respond, praise, and positive climate control (Conroy, et al., 2008). In another study, Ouellette (2006) examined the quality of instruction and performance for students of color. Ouellette conducted interviews and focus groups. Reflective journals were also used as a methodology improving the quality of instruction and performance for students of color. The findings suggest teachers were confident

and facilitated the knowledge of state assessment tests to classroom instruction. The

29 results indicated that the teachers did not provide the extra support needed to close the achievement gap in mathematics for African American students to achieve. The Conroy et al. (2008) study examined teachers' instruction and student response and praise. According to Conroy et al. effective instruction in presentation consisted of teachers having prior knowledge, skills, and overall feedback and review.

Theoretical Framework Introduction I will examine the theories derived from the literature review. These theories were also the foundation of this research. The first lens from which we will understand student motivation is through motivation theory based on Weiner's (1992) model. Selfefficacy, which is a part of social cognitive theory (Bandura, 1997), will be intertwined with motivation theory. Finally, teacher behavior (Bandura, 1986; Maslow, 1943) will be viewed through the lens of social cognitive theory and behavioral theory and reinforcement theory. These theories provide and explain teacher behavior that is modeled as more effective instruction. This is based on the theoretical implications suggesting students pay more attention to what the teacher does than says.

Theoretical Model Introduction This study is based on motivation theory (attribution theory, Weiner, 1992), and variables student self-efficacy (self-efficacy theory, Bandura, 1997) and teacher

30 behavior (social cognitive theory, Bandura, 1986). First, motivation theory includes reinforcements provided to the student by parents and teachers and linked to human needs. Second, to understand self-efficacy theory and social cognitive theory, one understands that students' interests are linked to their values. For example, students spend time, energy, and effort on things that they value. Third, teacher behavior is linked to social cognitive theory. Teacher behavior includes modeling based on SCT; students learn by observing the actions of the teacher. Motivation Theory According to Petri and Govern (2004), motivation theory has its reinforcements. For example, parents who put more emphasis on athletic ability than grades are reinforcing sports. On the other hand parents whose emphasis is on grades provide reinforcements for academic motivation and achievement. Behavior reinforcement suggested by Weiner (1992) includes the reinforcement value which is usually clearly linked by individual needs. Some reinforcements are high in value (Weiner) and possibly linked to passing a standardized test. The reinforcement value goes up in value when passing the test determines the placement of the student academically into the next grade level. The behavior motivation to achieve academically places value on meeting requirements and successfully completing the requirements to pass to the next grade level.

31 Self-Efficacy Theory According to Bandura (1997), self-efficacy is concerned with perceptions of capability and determination, which may be used "interchangeably with the concepts of self-esteem" (p. 11). Self-efficacy is a perception of one's self-worth and ability to do the work at hand. "Perceived self-efficacy is concerned with judgments of personal capability, whereas self-esteem is concerned with judgments of self-worth" (p. 11). Bandura (1986) suggested that for self-esteem to be a motivator for human behavior, the student's perception of his or her previous performance depends on values. For example, Bandura stated, "People do not care much how they do in activities that have little or no significance for them, and they expend little effort on devalued activities" (p. 348). Bandura went on to say that self-reaction occurs in people when their self-esteem and well-being are affected. Also, the more relevant the task performance is to one's performance adequacy; the more likely the person is to care about his or her selfesteem and performance. Bandura (1986) contends that people seem to plant the seed, nurture and cultivate capabilities in areas of concern that give them a sense of self-worth. This act of selfworth is one of the components of SCT. In SCT, Bandura argues that "The capability is only as good as the execution" (p. 35). Self-efficacy involves self-determination and self-regulation in understanding and development; and the governance of human thought, action and motivation. Self-efficacy theory acknowledges the capability of human beings in diversity. There are many aspects of culture which shape the self-efficacy theory of capability. The diversity situation calls for personal human agency to make adjustments,

32 and to nurture and care for activities that promote healthy well being in individuals. There are factors promoting characteristics and there are biases in diversity that affect the human agency of organization which is shaped by these "formative influences" (Bandura, 1986, p. 36.) Self-efficacy beliefs acknowledge diversity and nurtures capability of human functioning. In summary, self-efficacy beliefs maintain human function, and elements of control for consistency in thoughts, actions and motivation.

Teacher Behavior According to Bandura (1986) social foundations of thoughts and actions are determinants of social cognitive theory. Most human behavior is learned by observing others. Teacher behavior is important. Without informative guidance, humans would spend countless hours on costly errors and needless toil. Most of the time, teacher behavior influences student motivation through actions (Bandura). Students oftentimes pay more attention to what a teacher does, than what a teacher says. Effective teacher behavior in SCT is concerned with the process of actions to elicit a response for the student to pay attention. Effective teacher behavior modeling includes instructional strategies with clearly stated goals, demonstrations, verbal, text, pictures, large group and small group, and checking for understanding. "Children achieved significant gains in knowledge when instruction was interspersed with modeled demonstration of the principles, whereas they learned little when the equivalent information was presented through verbal instruction alone" ( Bandura, 1986, p. 73).

33 Freud (1950) is known for his contribution in behavior personality and placed emphasis on the cause and effect, conscious, and the unconscious level of mind in The Interpretation of Dreams. Freud focused on the id which represented human instincts, such as an urge to satisfy basic physical needs. The ego is a logical mediator between the id and the superego. The superego is the conscious moral human behavior with the influence from parents, teachers, and other leaders. Teachers' and school leaders' emphasis on character education with honesty, integrity, and hard work will satisfy these needs. Maslow's (1987) hierarchy of needs theory approach to human behavior is the fulfilling of basic needs: physical, safety, belonging, and self-esteem. For example, the basic need of hunger and thirst and well-being must be met, before the growth needs of understanding and development of a body of knowledge can be met. Higher needs cannot be met before lower needs are met. The highest need to be met is SelfActualization, which can only be acquired when all of the lower needs and growth needs are met. In leadership, teacher behavior involves understanding the needs and centering lesson plans to address those needs. For example, on a typical day, the students are provided breakfast in the cafeteria, while the teacher may start by checking in with students, while students are satisfying their hunger. Teacher behavior can make the classroom a safe place for the students to spend time away from home and restore order. The students know what will come next during the school day, and this can satisfy safety needs.

34 In summary, this study will be drawn from a combination of these theories: motivation theory, self-efficacy which is a part of social cognitive theory, and teacher behavior theory. The next section will discuss the research design for this study.

Summary and Synthesis of the Literature Student motivation is purposeful movement and valued by administrators, teachers, parents, and students. Goal setting and self-regulation is a necessary part of motivation for students to achieve academically (Weiner, 1992). Student motivation and human perceptions of beliefs lead to greater predictive power in self-efficacy (Bandura, 1997). Student self-efficacy beliefs are strengthened when someone of significant weight shows belief in their capabilities. Making the experience real and showing that the teacher or parent believes that the student is capable, increases student self-efficacy beliefs and motivation to achieve academically. Frequency in reading and rewards increases student motivation (Wigfield and Guthrie's 1997). However, Bandura, (1997) argues that rewards lessen intrinsic motivation, when used as an instrument of control, yet increase, when rewards substantiate positive performance. Several strategic skills are necessary for student learning. These strategic skills (identification, cognitive operational skills, and metacognition) are necessary for student learning processes. Identification involves selecting, transforming and organizing thoughts into coherent and recognizable forms. The cognitive operational skills are the ability to structure problems, devise an action plan, and utilization of constructs by applying what was learned. Metacognition can be

35 described as the level of thinking that involves active and conscious control over the process of thinking that is used in learning situations. Effective teacher behavior includes modeling the behavior (Bandura, 1986). In Social Cognitive Theory children are motivated by their actions and interactive influences. Effective teacher behavior is linked to student learning (Van Tassel-Baska and colleagues (2008). Teacher psychological availability is also a motivational tool that promotes student learning self-efficacy. Student self-efficacy and motivation are enhanced by their values, beliefs, and relation to significant others who fosters the belief that the student is capable. The theoretical framework of this research is based on Bandura's (1997) selfefficacy theory which is part of Bandura's social cognitive theory. Also, Weiner's (1992) motivation theory/attribution theory, the reinforcement for children motivation has been linked to needs, and some are valued more than others like CRCT. In self-efficacy theory there is significance when students value an activity. Teacher behavior modeled is effective for students because children learn most behaviors. This study is a design of quantitative and qualitative methodology. The participants are fifth grade students.

36 CHAPTER THREE: RESEARCH METHODOLOGY Introduction The researcher was interested in examining if student motivation was influenced by both self-efficacy, and teacher behavior. The No Child Left Behind Legislation (2001) holds schools accountable for student academic achievement. The objective of this study was to determine whether din interrelationship exists among three variables: student motivation, student self-efficacy, and teacher behavior. Fifth grade students were the participants for this study. I chose fifth grade students because this is their last year in elementary school, and are moving forward into middle school where students experience psychological and physiological changes. There are three fifth grade classes in this school. There are twenty students in each of the three classes for a total of sixty students. I wanted a treatment group and a control group, and I wanted these groups to be housed in two classes. Two classes of fifth grade students were selected at random as potential participants from three fifth grade classes. I talked to two of the fifth grade teachers about the research; the third fifth grade teacher was not available. The two teachers' that I discussed the research with volunteered for the role of treatment and control group. However, I selected the groups based on the availability of the students and teachers. All of the students were present in the treatment group at the same time, that's why I selected this group. The students in the control group were not all in the classroom at the same time, some students went to another room to get instruction from a teacher assistant. One group was the treatment group and received the following treatment: pre-test,

37 interviews, observations, and post-test. The control group were administered the pre-test and post-test only, they did not receive the treatment, that is why they were called the control group. Design of the Study The research question states, is there a significant relationship among three key variables: students' motivation to achieve academically and their self-efficacy, and teacher behavior? In this study several kinds of data count as evidence, they are, pre-test and post-test surveys, interviews, and observations. As a means of measurement the pretest and post-test scores were ascertained using the Bandura's (2006) Children's SelfEfficacy Scale. Open-ended interview questions revealed student's perception relative to student motivation and self-efficacy, and teacher behavior. The observation scale measurement included scores for: cooperation, participation, confidence, social interaction, behavior, following directions, concentration, and organization. I will collect the data by administering the pre-test and post-test surveys to each student participant with a signed consent form and assent form. First, I will administer the pre-test survey to all of the student participants. Second, I will conduct the treatment group interviews to each student participant one at a time. Third, the treatment group student observations will take place during the math lesson with the classroom teacher doing instruction, and I will be observing each student one at a time. Finally, the post-test will be administered to all of the student participants.

38 I will analyze the data for the pre-test and post-test surveys scores using the Statistical Package for Social Sciences (SPSS). The Interviews will be analyzed by utilizing the emergent themes and dominant themes. Furthermore, student observations will be analyzed using the observation scale scores. These modes (SPSS, emergent themes, dominant themes and observation scale scores) of analysis relate to the hypothesis that student motivation (interviews and observation), self-efficacy (SelfEfficacy Scale), and teacher behavior (observation of student during instructional time), when internalized by the student, are interrelated and therefore becomes instrumental in student self-esteem. Consequently, in time this interrelationship significantly improves student academic achievement. The modes of analysis also relate to the research question, is there a significant relationship among three key variables: students' motivation (interviews and observations) to achieve academically and their self-efficacy {Children's Self-Efficacy Scale), and teacher behavior (student observations)? The Children's Self-Efficacy Scale, interviews, and observations will focus on the student's motivation to achieve, measurements for student's self-efficacy, student motivation for passing tests, and how a student feels about the teacher relative to learning. The design of the research includes mixed research methods, including both quantitative and qualitative. Quantitative methods included pre and post Children's SelfEfficacy Surveys and qualitative methods include interviews and observations (Appendix F). An important strategy in qualitative research is employing multiple methods, and reasonable and practical perspectives (Chen, 2004). I will use the Children's SelfEfficacy Scale to measure self-efficacy as it relates to the influence of

39 student motivation and student self-efficacy on teacher behavior. I will also use the emergent and dominant themes of the surveys, interviews, and observations to further explain the influence of student motivation and student self-efficacy on teacher behavior. With the data drawn from this study (emergent and dominant themes) I can further explain the hypothesis, that student motivation, self-efficacy, and teacher behavior, when internalized by the student, are interrelated and therefore becomes instrumental in student self-esteem. Consequently, in time this interrelationship significantly improves student academic achievement.

Participant Selection I wanted to include students in the fifth grade because this is their last year before they go into middle school. In middle school the students will go through psychological and physiological changes that affect student self-esteem, self-efficacy and motivation to achieve. I am interested in ways to better prepare the students for their middle school years in school. I chose to focus on the influence of student motivation, such as, confidence, self-efficacy and academic achievement, self-regulated learner, and on teacher behavior as it relate to effective instruction. Naturally, fifth grade teachers are of interest in this study because of the teacher-student relationship and effective instruction. I was interested in fifth grade students, two classes (one treatment group and one control group), with an enrollment of 40 students all together. The school has three fifth grade classes and three fifth grade teachers. I wanted forty students from two classes, twenty per classes. The two classes were selected at random. In order to conduct the

40 research I wanted forty participants, however, I got seventeen participants. Therefore, seventeen was probably not enough to provide a valid and reliable source, but large enough to apply Bandura's (2006) scale with the disclaimer that the findings were suggestive and not definitive. The pre and post-test represent an quasi- experimental design since there was a treatment group and a control group. The researcher introduced the study to the two selected classrooms with 40 prospective participants. An explanation of the study included discussing with the potential participants the survey (Appendix A & B) which was shown to both classes. The researcher received 17 signed Informed Consent Forms from the participants. The elementary school is in the southern part of the state of Georgia. The participants were in two classrooms containing 20 students each. I administered the pre and post test surveys. There were 17 completed questionnaires. The instrument consisted only of items in the Bandura's (2006) inventory. I conducted the open ended interviews by asking the students the interview questions, and the participants responded. Then I asked the respondents if there was anything else and waited for the participants to respond. There are 450 students at Emerson Elementary School and 26 teachers. Twenty students comprised the natural size of the classes that were selected to participate in the study.

Data Collection Procedures

Triangulation as a data source was used to insure that multiple methods were used to increase the validity of the reliability of the research. The three sources of data were

41 pre-test and posttest, a survey using Bandura's (2006) Children's Self-Efficacy Scale (Pajares, 1996; www.des.emory p. 326), student interviews and observations (Appendixes E, F, and G). The use of three sources the surveys, interview questions, and observations made use of triangulation of the data by allowing the data to appear naturally. The pre-test and post-test questionnaires probed in the areas of the students' self-efficacy beliefs, values, homework activity, self-regulation in subjects areas, and testing competencies in math and other subjects. Also, the questionnaire and interview questions revealed the student's feeling towards their teacher relative to individual learning and equal treatment for all of the students. The observations allowed the data to emerge naturally, while the researcher observed the students, the students' attitude and level of engagement during a math lesson were revealed. Fifth grade students were the selected participants. The research was approved by the Institutional Review Board of Fielding Graduate University. Also, before initiating the research the researcher received parent permission in the Informed Consent Form, and obtained student permission with the signing of the Minor Student Assent Form. The letter of informed consent went home with 40 fifth grade students in two classrooms. The potential participants were given 10 days to return the signed Informed Consent Form. After 10 days the research began with the participants who returned the signed Informed Consent Form. Seventeen participants from two classes returned the

42 Letter of Consent and signed the Student Assent Form. Nine participants were male and 8 were female. Pizza and a drink were served to each participant before the administration of the pre-survey and post-survey. First, the pre-surveys were administered only to the participants (N=17) who returned the signed Letter of Consent and Student Assent Forms. The treatment group included 11 participants, and consisted of pre-survey, interviews, observation, and post-survey. The control group consisted of 6 participants and were administered the pre-survey and post-survey only. The treatment group participants were numbered 1 to 11 and the number as displayed on each desk and written on the surveys. The control group was numbered 12 to 17 and listed on their surveys.

Method of Analysis A mixed methods approach was implemented using quantitative and qualitative methods. Surveys were administered for measurement of student self-efficacy, openended interviews allowed the emergence of themes, and observations of students in their natural setting allowed the researcher to understand first hand students' engagement in a math lesson. This mixed method research examined fifth graders' motivation, selfefficacy, and teacher behavior. The surveys were analyzed with the Statistical Package for Social Sciences (SPSS). Pre-survey scores were run using frequencies, and percentile scores for a Likert scale that range from Always, Often, Sometimes, Rarely, and Never.

43 Pre-survey and post-survey means and standard deviations were run for each of the questions on the Children's Self-Efficacy Scale (Bandura, 2006). LeVerne's Test for Equality of Variances for commonalities was run and was not significant. The T-test was run for differences in pretest scores and posttest scores. These tests were insignificant primarily because of the small number of participants. The interview scores were run for frequencies and each participant's scores were compared for emergent themes. Field notes were taken during the interviews. Each participant's response was recorded and analyzed for consistency in study habits, selfregulation, and self-efficacy. The student observations were recorded during a math class. The teacher's instructional time included small group, individual instruction, whole group, and practice time. All of the students participated, and the researcher observed each student according to the following criteria which were different from Bandura's (2006) survey: The scores range from 1 lowest to 10 highest. The student scores were analyzed for Cooperation, Participation, Confidence, Social Interaction, Behavior, Following Directions, Concentration, and Organization. These items related to the student and teacher relationship, the students were receptive to the teacher showed respect, and seemed to like the teacher. The students were motivated to move when called on and work a problem on the whiteboard, move into small groups and contribute to the problem solving, and the students seemed to like what they were doing which showed their attitudes toward learning. The students self-efficacy beliefs were revealed in their social

44 interaction, behavior, and other observable actions, for example, to participate or not, to organize or not. Summary The No Child Left Behind Legislature (2001) holds educators responsible for students learning math, writing, reading, and social studies. This mixed methods study used triangulation of data collection (surveys, interview, and observations) and data analysis consisted of qualitative methods with the interviews and observations. Quantitative methods consisted of T-test, frequencies, and descriptive analysis. Initially 40 potential participants were to be included in the study. The parents of 17 students gave permission for their children to participate. Eleven participants were in the treatment group and 6 in the control group. The fifth grade students were the sole participants of the study because this research focused on their motivation, self-efficacy, and teacher behavior from the student's perspective. The interview scores were run for frequencies. The Leverne's Test was run for Equality of Variance and found not to be significant for this study. The observations were scored during math class. The teacher behavior was revealed in students' responses on pre-test and post-test for student self-efficacy. Teacher behavior was also expressed by the students during the open-ended interview questions revealing their feelings for the teacher relative to motivation, self-efficacy and academic achievement.

45

CHAPTER FOUR: ANALYSIS OF THE DATA AND PRINCIPAL STUDY FINDINGS

Introduction I wanted to know, is there a significant relationship among three key variables: students' motivation to achieve academically and their self-efficacy, and teacher behavior? I also wanted to know if the treatment group grew more from first hand knowledge, as a result of participating in the intervention than the control group. The control group grew some and the treatment group as well, in different areas (see Table 16). The scores of the Children's Self-Efficacy Scale1 (Bandura, 2006) were run for differences in pretest and posttest scores. I used SPSS software to analyze the scores. There were 11 students in the treatment group and 6 in the control group. There were one Black student, and 16 White students. Confidence was an emergent theme conceptually. The frequencies were run on Bandura's Children's Self-Efficacy Scale (2006). Statistically, Questions 1 through 4 are related to Bandura's (2006) confidence subscale. Emergence theme number 2 is SelfRegulated Learners and questions 5 through 10 are related to this section. Emergence theme number 3 is Self-Efficacy for Achievement and consists of questions 12 through 19. There were 19 questions on the survey.

Bandura's subscales are grouped based on Bandura's (2006) categories.

46 During the interview questions section the scores were run on SPSS for frequencies. The majority of the students received a grade of A. The majority of the treatment group reported that they work hard in school. Also, 72.7% of the students stated that they work as hard as they can in school. This would indicate to the researcher that motivation is high with these students. Dominant emergent theme number 4 was Classroom Management and was necessary for student order and enhanced student self-efficacy. The students liked the pizza; I found that when one gives the students what they like their quality of participation increases. In other words student positive attitudes and eager participation seemed to be more receptive after receiving something they liked. The treatment group teacher was helpful with supervision and teaching the math class. Dominant theme #5 attribution, motivation, and self-efficacy surfaced during the interview as well. The majority of the students (54.5%) study their notes for math tests. The average number of hours that the students study is 2 hours. It was interesting that the students who made either a grade of A or B were found to be high on motivation and selfefficacy. The students reported thinking that their teacher shows fairness with all the students, regardless to whether they were gifted students.

Analysis of Data Introduction The aim of this study was to determine if there was a significant relationship between student motivation, self-efficacy, and teacher motivation. I wanted to know the

47 student's perception of methodology preparation for a test. I also wanted to know who, if any, did the student believe was helpful in their success. Is there a significant relationship between students' motivation to achieve academically, student self-efficacy, and teacher behavior?

Presentation of Analysis I used the SPSS software to determine frequencies table in the treatment group and the control group. The table below shows the total number of 17 participants by their gender. Table 1 Gender of Participants
Gender of Participant Cumulative Percent 52.9 100.0

Frequency Valid Male Female Total 9 8 17

Percent 52.9 47.1 100.0

Valid Percent 52.9 47.1 100.0

Table 2 shows the percentiles of the treatment group (N = 11, 64.7%) and control group (N = 6, 35.3%). The subtitles that Bandura (2006) found and appear in the survey are: Confidence, self-efficacy for achievement, and self-regulated learners.

Table 2 Frequency Table

48 Table 2 Frequency Table

Treatment Group and Control Group Cumulative Percent 64.7 100.0

Frequency Valid Treatment Group Control Group Total 11 6 17

Percent 64.7 35.3 100.0

Valid Percent 64.7 35.3 100.0

Emergence of Theme 1: Confidence Introduction This research on student motivation, self-efficacy, and teacher behavior was administered in the southern part of the state of Georgia. The ethnicities of the students in the research were one Black and 16 White students. The treatment group was all White students. The control group was one black and five white students. The researcher made field notes, and on each survey the student number and gender were a part of the form. Bandura's Children's Self-Efficacy Scale has three subtitles: confidence, self-regulated learner, and academic achievement.

Analysis of Pre-Survey I wanted to know the frequencies for each of the self-efficacy survey questions. Using SPSS I discovered frequencies for the participant's response to perceived selfefficacy beliefs. According to Bandura (1997) the pretest and posttest survey questions,

49 whether the students were pursuing a goal or not moderate to high self-efficacy scores predicted high interest and confidence. Question 1: "I get teachers to help me when I get stuck on my school work." The participants' (41.2%) response indicated that sometimes they seek help with their school work. Table 3 Responses to Question 1
I get teachers to help me when I get stuck on my school work. Cumulative Percent 17.6 58.8 76.5 100.0

Frequency Valid Rarely Sometimes Often Always Total 3 7 3 4 17

Percent 17.6 41.2 17.6 23.5 100.0

Valid Percent 17.6 41.2 17.6 23.5 100.0

I wanted to know if the students were aware of their study habits and when they study if they selected someone to assist them with their studies. Question 2: As shown in table 4,1 found that 35.3 % of the students' responses were positive to question 2, "I get other students to help me with my school work". Table 4 Responses to Question 2

I get other students to help me with my school work. Cumulative Percent 35.3 58.8 82.4 100.0

Frequency Valid Never Rarely Sometimes Often Total 6 4 4 3 17

Percent 35.3 23.5 23.5 17.6 100.0

Valid Percent 35.3 23.5 23.5 17.6 100.0

In question number 3 I wanted to know if the students were motivated to take action in problem solving and critical thinking. Question 3: Table 5 shows that 35.3% of the participants responded "sometimes", "I talk to others to help me with problems, with friends, teachers, and other people at school." Table 5: Responses to Question 3
I talk to others to help me with problems with friends, teachers, and other people at school. Cumulative Percent 23.5 41.2 76.5 88.2 100.0

Frequency Valid Never Rarely Sometimes Often Always Total 4 3 6 2 2 17

Percent 23.5 17.6 35.3 11.8 11.8 100.0

Valid Percent 23.5 17.6 35.3 11.8 11.8 100.0

Question 4: I found that 41.2% of the participants' response was "sometimes" to question 4: "I get a friend to help me when I have social problems." Table 6 shows the frequencies.

51 Table 6: Responses to Question 4

I get a friend to help me when I have social problems. Cumulative Percent

Frequency Valid Never Rarely Sometimes Often Always Total 5 2 2 7 1 17

Percent 29.4 11.8 11.8 41.2 5.9 100.0

Valid Percent 29.4 11.8 11.8 41.2 5.9 100.0

Emergence of Theme #2: Self-Efficacy for Self-Regulated Learners This subtitle emerged from Bandura's Children's Self-Efficacy Scale (2006). It remained for Bandura (1997) that self-regulated learners' greatest self-efficacy is to learn on their own when they are self taught. In the classroom Bandura explained that teacher led activities affected the self-regulated learner. However, it is the learning that goes on when the student leaves the classroom that is referred to in Bandura's SelfEfficacy Scale. Question 5: "I learn general mathematics." The participants (94.1 %) reported that they "always" learn mathematics. Table 7 shows the frequencies.

52 Table 7 Responses to Question 5

I learn general mathematics. Cumulative Percent 5.9 100.0

Frequency Valid Often Always Total 1 16 17

Percent 5.9 94.1 100.0

Valid Percent 5.9 94.1 100.0

Question 6: "I learn reading skills." The participants (88.2%) indicated that they "always" learn reading skills. Table 8 shows the frequencies. Table 8 Responses to Question 6
I learn reading skills. Cumulative Percent 11.8 100.0

Frequency Valid Often Always Total 2 15 17

Percent 11.8 88.2 100.0

Valid Percent 11.8 88.2 100.0

Question 7: "I learn writing skills". Participants (88.2%) reported that they "always' learn writing skills. Table 9 shows the frequencies.

Table 9: Responses to Question 7

I learn writing skills Cumulative Percent 11.8 100.0

Frequency Valid Often Always Total 2 15 17

Percent 11.8 88.2 100.0

Valid Percent 11.8 88.2 100.0

Question 8: "I learn to use computers". Participants (70.6 %) reported that they "always" use computers. Table 10 shows the frequencies. Table 10: I learn to use computers
I learn to use computers. Cumulative Percent 5.9 11.8 29.4 100.0

Frequency Valid Rarely Sometimes Often Always Total 1 1 3 12 17

Percent 5.9 5.9 17.6 70.6 100.0

Valid Percent 5.9 5.9 17.6 70.6 100.0

Question 9: "I learn to use a foreign language." Table 11 shows that the participants (41.2%) responded that they "often" learn a foreign language.

54
I learn to use a foreign language. Cumulative Percent 11.8 17.6 29.4 70.6 100.0

Frequency Valid Never Rarely Sometimes Often Always Total 2 1 2 7 5 17

Percent 11.8 5.9 11.8 41.2 29.4 100.0

Valid Percent 11.8 5.9 11.8 41.2 29.4 100.0

Table 11 Responses to Question 9 Question 10: "I learn social studies." Participants (64.7%) reported that they "always" learn social studies. Table 12: Responses to Question 10
I learn social studies. Cumulative Percent 5.9 35.3 100.0

Valid

sometimes Often Always Total

Frequency 1 5 11 17

Percent 5.9 29.4 64.7 100.0

Valid Percent 5.9 29.4 64.7 100.0

Question 11: "I learn English grammar." Participants in the study (88.2%) stated that they "always" learn English grammar.

55

Table 13 Responses to Question 11

I learn English grammar. Cumulative Percent 5.9 11.8 100.0

Frequency Valid Sometimes Often Always Total 1 1 15 17

Percent 5.9 5.9 88.2 100.0

Valid Percent 5.9 5.9 88.2 100.0

Emergence of Theme #3: Self-Efficacy for Achievement Bandura (1997, p.80) reported that, "People need not to be provided with effective rules and strategies but to be persuaded that they can exercise better control by applying them consistently and persistently." Bandura presented evidence that the strategy to follow directions, when applied by students, helps in the transition of skills and produces a greater sense of self-efficacy beliefs. Question 12: "I finish my homework assignment by deadlines." Participants (64.7%) reported they "always" finish their homework assignments on time.

56 Table 14 Responses to Question 12

I finish my homework assignment by deadlines. Cumulative Percent 5.9 17.6 35.3 100.0

Frequency Valid Rarely Sometimes Often Always Total 1 2 3 11 17

Percent 5.9 11.8 17.6 64.7 100.0

Valid Percent 5.9 11.8 17.6 64.7 100.0

Question 13: "I get myself to study when there are other interesting things to do." The participants (47.1%) reported that they "often" study when there are more interesting things to do. Table 15 Responses to Question 13
I get myself to study when there are other interesting things to do. Cumulative Percent 41.2 88.2 100.0

Frequency Valid Sometimes Often Always Total 7 8 2 17

Percent 41.2 47.1 11.8 100.0

Valid Percent 41.2 47.1 11.8 100.0

57 Factor Analysis of Pre-Survey and Post-Survey Pre-survey and post-survey were analyzed using descriptive statistics. Students responded to the following instructions. This survey will help us better understand the level of difficulty in school work for students. Based on a scale of 1 to 5 (1 Always, and 5 Never), the researcher changed the value for SPSS analysis to 5 to 1 (5 being Always, 4 Often, 3 Sometimes, 2 Rarely, and 1 Never). Names were not used and your results were confidential. Therefore, no one else knew the identity of participants. Table 16 is a table of descriptive statistics for the Children's Self-Efficacy Scale (Bandura, 2006). Dr. Jenny Edwards assisted the analysis for Table 16 pre-survey and post-survey. Pre-survey and post-survey means and standard deviations were run for each of the questions on the Children's Self-Efficacy Scale (Bandura, 2006). In addition, differences scores were computed. Independent-sample t-tests were run for each of the questions. As shown in Table 16, for "I learn to use a foreign language," the treatment group decreased slightly (M = -.09, SD = .83), and the control group decreased more (M = 2.50, SD = 1.38) (t = 4.53, p < .001). For "I learn social studies," the treatment group grew slightly (M = .09, SD = .54), and the control group grew more (M = .67, SD = .52) (t = 2A3,p< .05). For "I arrange myself a place to study without distractions, the treatment group decreased (M = -.45, SD = 1.37), and the control group grew (M = 1.00, SD = 1.10) (t = 2.23, p < .05). No significance was found for the other questions.

58

Table 16

Pretest Scores, Posttest Scores, Difference Scores, and Independent Samples t-tests for Treatment and Control Groups on the Children's Self-Efficacy Scale (Bandura, 2006) Pretest Posttest Differe nee Scores SD

M Teacher Help Trtmt. Ctrl. Other Students Help Trtmt. Ctrl. Talk With Others to Help Trtmt. Ctrl.

SD

SD

3.45 3.50

1.29 .55

3.45 4.17

1.37 .41

.00 .67

.89 .82

1.51

2.27 2.17

1.19 1.67

2.36 2.33

1.03 .52

.09 .17

.83 1.17

.15

2.55 3.00

1.44 1.10

2.91 3.50

1.45 1.23

.36 .50

1.96 1.76

.14

Friend Help W/Social Problem Trtmt. 2.27 Ctrl. 3.83

1.49 .41

3.00 4.50

1.73 .84

.73 .69

1.49 .52

.12

Table 16 Continued Lrn. Gen. Math Trtmt. Ctrl. Lrn. Rdg. Skills Trtmt. Ctrl. Lrn. Writing Skills Trtmt. Crtl. Lrn. Computers Trtmt. Ctrl. Lrn. Foreign Language Trtmt. Ctrl. Lrn. Social Studies Trtmt. Ctrl. Lrn. English Grammar Trtmt. Ctrl. .40 4.91 5.00 .30 .00 4.82 5.00 .41 .00 -.09 .00 .54 .00

4.82 5.00

.41 .00

4.82 4.83

.41 .41

.00 -.17

.45 .41

.75

4.82 5.00

.41 .00

4.91 5.00

.30 .00

.09 .00

.54 .00

.40

4.73 4.17

.65 1.17

4.82 4.67

.60 .52

.09 J .70
.50 1.22

.88

3.73 3.67

1.35 1.37

3.64 1.17

1.29 .41

-.09 -2.50

.83 1.38

4.53***

4.73 4.33

.65 .52

4.82 5.00

.41 .00

.09 .67

.54 .52

2.13*

4.73 5.00

.65 .00

4.82 4.67

.41 .82

.09 -.33

.83 .82

1.01

60 Table 16 Continued Finish Homework by Deadlines. Trtmt. Ctrl. Study When Other Interesting Things to Do Trtmt. Ctrl.

4.27 4.67

1.10 .52

4.55 5.00

.93 .00

.27 .33

.65 .52

.19

3.82 3.50

.75 .55

3.91 3.50

.83 1.05

.09 .00

.83 1.10

.19

Concentrate on School Subjects Trtmt. 4.27 Ctrl. 4.33 Take Good Notes During Instruction Trtmt. Ctrl.

.65 .52

4.36 3.67

.67 .52

.09 -.67

.70 .52

2.31*

4.36 4.67

.81 .82

4.55 5.00

.69 .00

.18 .33

1.08 .82

.29

61 Table 16 Continued Remember Information Info In Class and Books Trtmt. Crtl. Organize School Work Trtmt. Crtl. Do School Work Trtmt. Crtl.

4.18 4.17

.75 .75

4.45 4.67

.52 .52

.27 .50

.90 .55

.55

4.73 3.83

.65 .98

4.36 4.17

.67 .98

-.36 .33

.81 1.03

1.54

4.73 4.67

.47 .82

4.73 5.00

.65 .00

.00 .33

.63 .82

.93

Arrange Study Place W/O Distractions Trtmt. 4.45 Crtl. 2.50

.69 1.64

4.00 3.50

1.10 1.76

-.45 1.00

1.37 1.10

2.23*

Note. Treatment Group n = 11; Control Group n = 6. *p < .05; ***p< .001.

62 The control group (N=6) was removed from the classroom with the nonparticipants and taken to a quiet room where the teacher assistant read each question to the students. On the post-test the students asked the researcher for further explanation of the question, "I learn foreign language." The students expressed a concern that when they took the presurvey a foreign language teacher was employed. However, the foreign language teacher is no longer employed at the school. Therefore, the students reported a low score for "I learn foreign language" based on the availability of a teacher for the students to learn foreign language. In Table 17 the significance in the initial standard deviation score of 1.312 the difference score of .83121 <.83121. When a score is higher than .500 the score is significant.

Table 17 Descriptive Statistics

Descriptive Statistics Mean I get teachers to help me when I get stuck on my school work. I get other students to help me with my school work. I talk to others tohelp me with problems with friends, teachers, and other people at school. I get a friend to help me when I have social problems. I learn general mathematics. I learn reading skills. I learn writing skills I learn to use computers. I learn to use a foreing language. I learn social studies. I learn English grammar. I finish my homework assignment by deadlines. I get myself to study when there are other interesting things to do. I always concentrate on school subjects during class. I take good notes during class instruction. I remember well information mentioned in class and textbooks. I organize my school work I get myself to do my school work. I arrange myself a place to study without distractions. 3.47 Std. Deviation 1.068 Analysis N 17

2.24

1.147

17

2.71

1.312

17

2.82

1.425

17

4.94 4.88 4.88 4.53 3.71 4.59 4.82 4.41

.243 .332 .332 .874 1.312 .618 .529 .939

17 17 17 17 17 17 17 17

3.71

.686

17

4.29

.588

17

4.47
4.18 4.41 4.71

.800
.728 .870 .588

17
17 17 17

3.76

1.437

17

64 Emergent Theme # 3 Self-Efficacy for Achievement Question 14: "I always concentrate on school subjects during class." Participants reported (58.8%) they "often" concentrate on school subjects during class. Table 18: Responses to Question 14
I always concentrate on school subjects during class. Cumulative Percent 5.9 64.7 100.0

Frequency Valid Sometimes Often Always Total 1 10 6 17

Percent 5.9 58.8 35.3 100.0

Valid Percent 5.9 58.8 35.3 100.0

Question 15: " I take good notes during class instruction." Participants (64.7%) reported they "often" take notes during class instruction. Table 19 Responses to Question 15
I take good notes during class instruction. Cumulative Percent 17.6 35.3 100.0

Frequency Valid Sometimes Often Always Total 3 3 11 17

Percent 17.6 17.6 64.7 100.0

Valid Percent 17.6 17.6 64.7 100.0

Question 16: "I remember well information mentioned in class and textbooks." Participants (52.9%) "always" remember well information in textbooks and class.

65 Table 20 Responses to Question 16

I remember well information mentioned in class and textbooks. Cumulative Percent 47.1 100.0

Frequency Valid Often Always Total 8 9 17

Percent 47.1 52.9 100.0

Valid Percent 47.1 52.9 100.0

Question 17: "I organize my schoolwork." The respondents indicated that 8 out of 17 "always" organize their school work, 6 out of 17 "often" organize their school work, and 3 out of 17 "sometimes" organize their schoolwork.

Table 21 Responses to Question 17

I organize my school work Cumulative Percent 17.6 52.9 100.0

Frequency Valid Sometimes Often Always Total 3 6 8 17

Percent 17.6 35.3 47.1 100.0

Valid Percent 17.6 35.3 47.1 100.0

Question 18: "I get myself to do my school work." Participants (88.2%) reported that they always get themselves to do their school work.

Table 22 Responses to Question 18

I get myself to do my school work. Cumulative Percent 5.9 11.8 100.0

Frequency Valid Sometimes Often Always Total 1 1 15 17

Percent 5.9 5.9 88.2 100.0

Valid Percent 5.9 5.9 88.2 100.0

Question 19: "I arrange myself a place to study without distractions." Participants (47.1%) "always" arrange a place to study without distractions.

Table 23 Responses to Question 19

I arrange myself a place to study without distractions. Cumulative Percent 5.9 17.6 41.2 52.9 100.0

Frequency Valid Never Rarely Sometimes Often Always Total 1 2 4 2 8 17

Percent 5.9 11.8 23.5 11.8 47.1 100.0

Valid Percent 5.9 11.8 23.5 11.8 47.1 100.0

67 Interview Questions From Bandura (1997), one learns academic performance cognitive capabilities are derivatives of motivation and self-regulated learners. Group 1 participated in the interview questions. The answers as reported by the participants' scores were run on the SPSS frequencies and the results were as follows. In response to interview questions, the respondents reported the following: Question 1: "How do you usually study for math?" Participants reported, 54.5% study from notes, 18.2% practice, 18.2% ask mom for assistance, and 9.1% ask the teacher. Question 2: "About how many hours do you study each week? The participants reported, 36.4% study 3 - 5 hours a week, 45.5% study 2 hours a week, 9.1 % study 1 hour a week, and 9.1 % study 1/2 hour a week. Question 3: "What is your average grade (A, B, C)"? Participants reported receiving a grade of A (54.5 %), and grade of B (45.5%). Question 4: "Do you work hard in school?" Ninety one percent of participants in Group 1 reported "yes". Nine percent of group 1 reported "no". Question 5: "Do you think you are working as hard as you can?" The majority of the students (72.7% ) stated they were working as hard as they can. Of the students, 18.2% felt that they were not working as hard as they can, and 9.1% of the student participants felt that they could be working harder in school.

68 Question 6: "Do you feel you have to do well in school?" Eight of the student participants said "yes". The remaining 3 students reported "no" to question 6. Question 7: "What makes you want to do well in school?" Eight students reported making good grades and getting a good education was their motivation for doing well in school. Two students reported that they wanted to get a good job. Question 8: "Do your friends make the same grades as you?" Nine students said "yes" and 2 students said no. Question 9: "Do you have a friend that encourages you to do well in your class?" Out of the 11 participants, 100% reported "yes", their friends encourage them to do well in school. Question 10: "Do you receive rewards for a good report card?" All of the respondents received rewards or words of praise from their parents.

Dominant Theme #4: Classroom Management Pizza and drinks were provided to the student participants in the treatment group and the control group. This procedure seemed to calm students so that they could focus on the research, whereas before they were excitable and eager to get started with the research. The students liked the pizza and said thank you. Prior to the pizza students in the treatment group, during transition, the participants all came to the researcher at the

69 same time. Classroom management became the necessary focus for the transition period. To make sure that all of the students understood classroom order, the researcher explained the technique. First, the participant's number was called; second, participant returned the Student Assent Form. Third, the pre-survey was given to the participant. After everyone was seated I placed the numbers on the desk of the participants in the treatment group. The classroom teacher assisted the researcher by walking around the class, and speaking in an indoor voice to the students to maintain classroom order. I explained to the students that they would be signing the Student Assent Form. Next, I explained to the participants that each student would be called when it was time to return the Student Assent Form and receive their pre-survey form. The discussion of the order of the activities during the classroom management section assured that everyone was in the same accord with the activities going on in the room. When the students had successfully passed through the transition section the room became quiet and the participants were focused on reading, comprehension, and answering the pretest. The next transition took place when the participants finished with the pre-survey. The students began to all move around the room at the same time to pass in their papers. The researcher explained that the calling of the numbers would signal that the surveys could be turned in to the researcher. The researcher called number 1, then number 2, until all of the numbers were called. When the surveys were completed the participants in the treatment group were

70 immediately transitioned to a math lesson led by their classroom teacher. The researcher conducted seven interviews while taking notes and field notes. Next the researcher conducted seven observations beginning with participant number 1 and ending with participant number 5. Two weeks later the remaining four interviews were conducted and the observations were completed. Post-surveys were administered to the treatment group and the control group. The interviews and observations were completed for the remaining participants in the treatment group. The strategy to serve pizza gave the students something that they liked and in response, the attitude of the students changed. During the interviews of the first five students the answers were short and to the point, for example a yes or a no. The second time that I interviewed the students (Nos. 6-11) the students said more than the others. Number 10 had a longer response than yes or no to the question', "do you get rewards for your grades?" The student stated that, "my parents say 'good job." If I don't get good grades they will holler at me for not during my work."

Dominant Theme #5: Attribution, Motivation, and Self-Efficacy One of the dominant themes that emerged out of the interviews was based on attribution. Motivation and self-efficacy emerged from the interview questions. This theme was important because of how the students viewed their success in test taking by studying for a test. Also, it is important that students understand their method of studying

71 and what factors attributed to their success, whether it was ability, time on task, a parent, or the teacher. In Table 24 one learns that that 6 out of 11 students, study their notes for a test. Two out of 11 students stated that they practice for tests. Additionally 2 out of 11 students asked their mom to help them study for tests. One student stated that, Mom writes out the problem for the student to answer. One student stated that he asked the teacher for assistance. Table 24 Responses to Question 20
How do you usually study for math? Cumulative Percent 54.5 72.7 90.9 100.0

Frequency Valid Study Notes Practice Ask Mom Ask Teacher Total 6 2 2 1 11

Percent 54.5 18.2 18.2 9.1 100.0

Valid Percent 54.5 18.2 18.2 9.1 100.0

Table 25 addresses concerns regarding how many hours a week do you study? I wanted to know if the hours of the week spent studying was reflective in their grades. The results indicated that 6 out of 11 students received A's for grades, and 5 out of 11 received B's for grades.

72 Table 25 Responses to Question 21

What is your average grade (A, B, C)? Cumulative Percent 54.5 100.0

Frequency Valid A A and B Total 6 5 11

Percent 54.5 45.5 100.0

Valid Percent 54.5 45.5 100.0

Next, I wanted to know what each student reported. Dr. Sheila Gregory assisted with the writing of the interview questions. Participant #1: 1. 2. 3. 4. 5. 6. 7. How do you usually study for math? "Always, Practice" About how many hours do you study each week? "1 hour" What is your average grade (A, B, C)? "A" Do you work hard in school? " Yes" Do you think you are working as hard as you can? "Yes" Do you feel you have to do well in school? "Yes" What makes you want to do well in school? Mostly she wanted to get good grades so that she could get to do other things outside of school and be active and healthy. 8. Do your friends make the same grade as you? "I think so. I hope so." 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "Yes" 11. Are you in the gifted program? "No" 12. Do you feel you have the same access to your teacher as the gifted students? Yes 13. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "My room." Participant #2: 1. How do you usually study for math? "I get my test books and I read the test, and I study my notes that we do in class. My mom usually gives me tests." 2. About how many hours do you study each week? "V2 hour a week"

3. 4. 5. 6. 7.

73 What is your average grade (A, B, C)? "A and B" Do you work hard in school? "Yes!" Do you think you are working as hard as you can? "I believe so." Do you feel you have to do well in school? "Yes" What makes you want to do well in school? "I want to have a good job and a good Education." 8. Do your friends make the same grades as you? "Yes" 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "Sometimes" 11. Are you in the gifted program? "No" 12. Are your friends in the gifted program? "No" 13. Do you feel you have the same access to your teacher as the gifted students? "Yes" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "In a quiet place that I know I won't get distracted." Participant #3: 1. How do you usually study for math? "I write multiplication down, I write and I read." 2. About how many hours do you study each week? "2 hours" 3. What is your average grade (A, B, C)? "AandB" 4. Do you work hard in school? "Yes" 5. Do you think you are working as hard as you can? "Yes" 6. Do you feel you have to do well in school? "Yes" 7. What makes you want to do well in school? "Good grades" 8. Do your friends make the same grades as you? "Yes" 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "Yes" 11. Are you in the gifted program? "No" 12. Are your friends in the gifted program? "No" 13. Do you feel you have the same access to your teacher as the gifted students? "Yes" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "In a quiet place, a comfortable place." Participant #4: 1. 2. 3. 4. 5. 6. How do you usually study for math? "I write and go over it in the kitchen." About how many hours do you study each week? "2-1/2 hours" What is your average grade (A, B, C)? "A" Do you work hard in school? "Yes" Do you think you are working as hard as you can? "Yes" Do you feel you have to do well in school? "Yes"

74 7. What makes you want to do well in school? "Kind of I want to be an engineer, and I need grades." 8. Do your friends make the same grades as you? "Some do, others usually make B or C." 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "Yes" 11. Are you in the gifted program? "No" 12. Are your friends in the gifted program? "No" 13. Do you feel you have the same access to your teacher as the gifted students? "Yes" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "Kitchen" Participant #5: Interview Questions 1. How do you usually study for math? "Multiply every chance that I get and try to improve my multiplication skills." 2. About how many hours do you study each week? "3 hours" 3. What is your average grade (A, B, C)? "AllA's" 4. Do you work hard in school? "Yes" 5. Do you think you are working as hard as you can? "Yes" 6. Do you feel you have to do well in school? "No" 7. What makes you want to do well in school? "It makes me feel good about myself." 8. Do your friends make the same grades as you? "Yes" 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "Yes" 11. Are you in the gifted program? "Yes" 12. Are your friends in the gifted program? "Yes" 13. Do you feel you have the same access to your teacher as the gifted students? "Yes" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "Bedroom"

Participant #6: Interview Questions 1. How do you usually study for math? "I ask Mom to quiz me on the problems we had for that week." 2. About how many hours do you study each week? "1 or 2 hours" 3. What is your average grade (A, B, C)? "90's A" 4. Do you work hard in school? "Yes" 5. Do you think you are working as hard as you can? "Yes"

75

6. Do you feel you have to do well in school? "Yes" 7. What makes you want to do well in school? "To know all of the stuff I need to know when I grow up." 8. Do your friends make the same grades as you? "Yes" 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "Yes" 11. Are you in the gifted program? "Yes" 12. Are your friends in the gifted program? "Yes" 13. Do you feel you have the same access to your teacher as the gifted students? "Yes" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "Bedroom"

Participant #7: Interview Questions 1. How do you usually study for math? " I study the problems that I have, if I have a test the teacher tells us what the test is all about." 2. About how many hours do you study each week? "2-1/2 hours" 3. What is your average grade (A, B, C)? "A - B" 4. Do you work hard in school? "Yes" 5. Do you think you are working as hard as you can? "No" 6. Do you feel you have to do well in school? "Yes" 7. What makes you want to do well in school? "I really want to get a really good job so I need to know how to do Math, Social Studies, Reading, Writing and Language. " 8. Do your friends make the same grades as you? "No" 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "Yes" 11. Are you in the gifted program? "No" 12. Are your friends in the gifted program? "No" 13. Do you feel you have the same access to your teacher as the gifted students? "Yes" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "Living room or kitchen"

Participant #8: Interview Questions 1. How do you usually study for math? "I write multiplication tables, I get Mom to write down some of the problems and I study them." 2. About how many hours do you study each week? "2-1/2 hours" 3. What is your average grade (A, B, Q ? " A - B " 4. Do you work hard in school? "Yes" 5. Do you think you are working as hard as you can? "Yes"

76 6. Do you feel you have to do well in school? "Yes" 7. What makes you want to do well in school? "Because I don't want to be picking up trash off the street, so I can go to college. " 8. Do your friends make the same grades as you? "Yes" 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "Yes" 11. Are you in the gifted program? "No" 12. Are your friends in the gifted program? "Yes" 13. Do you feel you have the same access to your teacher as the gifted students? "Yes" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "Bedroom"

Participant #9 - Interview Questions 1. How do you usually study for math? "I take notes and take them home and study." 2. About how many hours do you study each week? "5 hours a week" 3. What is your average grade (A, B, C)? "A and B" 4. Do you work hard in school? "Yes" 5. Do you think you are working as hard as you can? "Sometimes" 6. Do you feel you have to do well in school? "No" 7. What makes you want to do well in school? "To get a good job and car." 8. Do your friends make the same grades as you? "Yes" 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "Yes" 11. Are you in the gifted program? "No" 12. Are your friends in the gifted program? "Some" 13. Do you feel you have the same access to your teacher as the gifted students? "Yes" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "In my room"

Participant #10: Interview Questions 1. How do you usually study for math? "I remember teachers' comments and look over written work." 2. About how many hours do you study each week? "5 hours a week" 3. What is your average grade (A, B, C)? " B " 4. Do you work hard in school? "Yes, I try to get an A or my parents will get mad at me." 5. Do you think you are working as hard as you can? "Yes." 6. Do you feel you have to do well in school? "Yes" 7. What makes you want to do well in school? "CRCT, Pass, Next grade and so that my

77 parents wont get mad at me, it's yelling." 8. Do your friends make the same grades as you? "Yes" 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "No" 11. Are you in the gifted program? "No" 12. Are your friends in the gifted program? "No" 13. Do you feel you have the same access to your teacher as the gifted students? "Yes" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "Living room, in my room if it gets too loud." Participant #11: Interview Questions 1. How do you usually study for math? "Constantly." 2. About how many hours do you study each week? "5 hours a week" 3. What is your average grade (A, B, C)? "B" 4. Do you work hard in school? "Yes" 5. Do you think you are working as hard as you can? "I think I can work harder." 6. Do you feel you have to do well in school? "Yes" 7. What makes you want to do well in school? "To get an education and get a job." 8. Do your friends make the same grades as you? "No" 9. Do you have a friend that encourages you to do well in your class? "Yes" 10. Do you receive rewards for a good report card? "Yes" 11. Are you in the gifted program? "Yes" 12. Are your friends in the gifted program? "Yes" 13. Do you feel you have the same access to your teacher as the gifted students? "Yes" 14. Do you feel your teacher treats you differently than the gifted (A) students? If so why? "No" 15. Where in your home do you study? "A desk in the living room"

The respondents indicated that 8 out of 11 students think they are working as hard as they can. Two out of 11 respondents work harder in school. And one respondent was unsure if s/he were working as hard as s/he can.

78

Dominant Theme # 6 ATTITUDES All of the students reported that they believe their teacher treats them the same as the gifted students. The students' place of study was in their room, kitchen, and living room or some other quiet place. Two students did not think that they had to do well in school, (#5 and #9). Self-Efficacy is an attitude that a student uses to motivate him/herself to participate or not in an activity to the fullest, for example, effort and time on task. Indeed, Wigfield and Guthrie (1997) were concerned too about what motivation means to an individual and what purpose if any does it play. It remained for Wigfield and Guthrie that there are four things that children value that motivate them to do well academically: achievement, intrinsic motivation, extrinsic motivation and goals. For the students to do well in reading they would have to have a purpose. The students could have self-efficacy and ability, except what is motivation without value and a purpose? It was observed that the majority of the students were well behaved and most received high marks on cooperation, participation, confidence, social interaction, behavior, following directions, concentration, and organization. One student received a medium score for participation. The researcher observed the student looking away from the board when the teacher was teaching. Also this student did not have any paper and when the teacher told the students to take out their paper the student froze, and after every one else had their paper the student asked for a sheet of paper from another student. The researcher took field notes and noticed that student # 11 was writing notes from the

79 board as the teacher was teaching the lesson. Another student looked the other way instead of looking at the board when the teacher was talking and writing on the board. Student #7 received medium scores for participation, confidence, following directions, and organization. Research Question: Is there a significant relationship among three key variables: students' motivation to achieve academically, and their self-efficacy, and teacher behavior? The 19 self-efficacy questions were divided into three subtitles: confidence, selfefficacy, and student achievement (see Appendix E), and were analyzed to answer this research question. The four questions for confidence were: (1) "I get teachers to help me when I get stuck on my school work." (2) "I get other students to help me with my school work." (3) "I talk to other people to help me with problems with friends, teachers, and other people at work." (4) "I get a friend to help me when I have social problems." The results of the t-test measurements revealed no significance in the change from pretest to posttest scores for self-efficacy subtitle confidence. For the pretest treatment group, "I get teachers to help me when I get stuck," 4 always get help, 4 sometimes get help, and 3 rarely get help from the teacher. For the pretest control group 3 sometimes and 3 often get help from the teacher. Posttest revealed for treatment group 3 always, 3 often, 2 sometimes, 2 rarely, and one never get help when they get stuck, and for the control group one always and 5 often get help when they get stuck. These align with the interview question, "How do you study for math?" Seven students study by themselves, 3 with their mom, and one asks the teacher. Four students never get others to help with

80 their school work, 4 never talk to others to help with problems, and 5 never get a friend to help. It has been shown that students use several methods to achieve academically.

This is consistent with social cognitive theory and motivation theory. To understand the theories a student has several sources on which to draw from when preparing for a test. The students' determination allows them to ask for help from their mom or teacher when necessary. This confidence is reflective in the assessment from the teacher in grades "A" and "B" that students received in math. The self-efficacy for achievement part of the survey were: (1) "I learn general mathematics," (2) "I learn reading skills", (3) "I learn writing skills," (4) "I learn to use computers," (5) "I learn to use a foreign language," (6) I learn social studies," (7) I learn English grammar." Significance was found for "I learn to use a foreign language." Students' pretest for the treatment group results were 4 out of 11 Always, 3out of 11 often, 2 out of 11 sometimes, one out of 11 rarely, and one out of 11 never. For the control group, one out of 6 always, 4 out of 6 often, and one out of 6 never. For the treatment group posttest "I learn to use a foreign language": 4 out of 11 always, one out of 11 often, 5 out of eleven sometimes, and one out of 11 never. For the control group "I learn to use foreign language": one out of 6 rarely, and 5 out of 6 never. Significance differences were found for "I learn to use foreign language"; the treatment group decreased slightly (M = -.09, SD =.83), and the control group decreased more (M = -2.50, SD = 1.38) (t =4.53, p<_.001).

81 For "I learn to use general mathematics" pretest treatment group, 10 out of 11 always, and one out of 11 often. In the control group all 6 respondents were always. Respondents for the posttest indicated in the treatment group 4 out of 11 always, one out of 11 often, 5 out of 11 sometimes, and one out of 11 never. For the control group the respondents were one out 6 rarely, and 5 out of 6 never. When student perceptions were analyzed and compared, a relationship existed. This aligned with the interview field notes; the students in the control group responded that the teacher for foreign language was no longer with them. The respondents in the control group recognized the difference for "I learn to use foreign language." There was a relationship between teacher behavior and student motivation. The third subtitle for Children's Self-Efficacy Survey was self-efficacy for selfregulated learners: "I finish homework assignments by deadlines," and "I get myself to study when there are other interesting things to do." No statistical significance was found. Respondents for "I finish homework assignments by deadlines" pretest treatment group reported 7out of 11 always, one out of 11 often, 2 out of 11 sometimes, and one out of 11 rarely. For the control group respondents believed 4 out of 6 always, and 2 out of 6 often. For the posttest treatment group students responded, that 8 out of 11 always, 2 out of 11 often, and one out of eleven rarely. The respondents for the control group confirmed one out of 6 always, 2 out of 6 often, two out of six sometimes, and one out of 6 rarely.

82 For the survey question on Self-Efficacy for Self-Regulated Learners: "I get myself to study when there are other interesting things to do" pretest treatment group respondents believed 2 out of 11 always, 5 out of 11 often, and 4 out of 11 sometimes. For the control group pretest respondents believed 3 out of 6 often", and 3 out of 6 sometimes. The posttest survey students in the treatment group responded 3 out of 11 always, 4 out of 11 often", and 4 out of 11 sometimes. Students in the control group believed one out of 6 always, 2 out of 6 often, 2 out of 6 sometimes, and one out of 6 rarely. The data suggested that there is a relationship between motivation, self-efficacy, and teacher behavior. No significance existed. Teacher instruction enabled students to complete their homework. The data suggested that when teacher instruction is effective students reciprocate by mirroring the image of the teacher's behavior. This supports the hypothesis that student motivation, self-efficacy, and teacher behavior, when internalized by the student, become instrumental in student self-esteem which, in time, improves student academic achievement. Finally, Self-Efficacy for Achievement section of the survey included: "I always concentrate on school subjects during class," "I take good notes during class instruction," "I remember well information mentioned in class and textbooks," "I organize my schoolwork," I get myself to do my schoolwork," and "I arrange myself a place to study without distractions." Significance was found for, "I arrange myself a place to study without distractions." The treatment group decreased (M = -.45, SD = 1.37), and the control group grew (M = 1.00, SD = 1.10). No significance was found for the other questions.

83 For the question, "I always concentrate on school subjects during class, " results for pretest treatment were out of 11 students, 4 always, 6 often, and one sometimes. The control group responded out of 6 students, 2 always, and 4 often. Posttest results for the treatment group of 11 students responded 5 always, 5 often, and one sometimes. For the question pretest, "I take good notes during class instruction, " the treatment group out of 11 students, 6 believed always, 3 often:, and 2 sometimes". For the control group of 6 students, 5 responded always, and one sometimes. Posttest for treatment group out of 11 students, 5 reported always, 5 often, and one sometimes. For the control group of 6 students, 4 responded often, and 2 sometimes. For the question, "I remember well information mentioned in class and textbooks, " pretest questions out of 11 in the treatment group the student responses were four always, 5 often, and 2 sometimes. The control group (N = 6) believed 2 always, 3 often, and one sometimes. For the posttest treatment group out of 11 students 5 responded always, 6 sometimes. The control group believed 4 always", and 2 often. Respondents for the question "I organize my schoolwork, " pretest treatment group out of 11 students, 9 responded always, one often, and one sometimes. Students for the control group (N - 6) believed 2 always, one often, and 3 sometimes. For the posttest treatment group out of 11 respondents, 9 answered always, one often, and one sometimes. For the control group all 6 students responded always. For the treatment group pretest "I arrange myself a place to study without distractions ", out of 11 students, 6 responded always, 4 often, and one sometimes. Respondents for the control group believed one always, one often, 2 rarely, and 2 never.

84 Also, posttest treatment group responded 5 always", 2 often", 3 sometimes, and one rarely. For the control group students believed 3 always", one sometimes, one rarely, and one never. The data have shown that the students were better prepared for the posttest. This aligned with social cognitive theory and student understanding the concept and internalizing what a quiet place to study without distractions means to academic achievement. The theory aligned with my hypothesis in that student motivation, selfefficacy, and teacher behavior, when internalized by the student, become instrumental in student self-esteem which, in time, improves student academic achievement.

Conclusion Weiner's (1974) attribution theory emphasized effort, task difficulty, ability, and luck. Self-Efficacy is concerned with one's capability and the importance of the activity. Teacher behavior is concerned with modeling. Observation in the view of Bandura's (1989) social cognitive theory affected student behavior toward academic fulfillment. This study employed mixed study methodology. These theories have been combined and it is through the lens of these theories that one obtains an understanding and interpretation of the findings of this study.

85 CHAPTER FIVE: CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS Introduction The purpose of this study was to determine if a relationship existed between fifth grade students' self-efficacy, teacher behavior, and the motivation of students to achieve academically. The focus of the study consisted of fifth grade students in the treatment group (N = 11) and the control group (N = 6). The two student classrooms were selected at random. Bandura's (2006) Children's Self-Efficacy Scale was used to measure selfefficacy. More specifically the interview questions and observations were used to determine students' perceived self-efficacy relationships, motivation, and teacher behavior. Student math scores are a concern for educators. I chose math class to observe because I wanted to know more about the student's focus, paying attention and engagement during instruction. Summary of Findings This study consisted of 17 students from a Bartow County Title I elementary school in the state of Georgia who completed the pre-test and post-test surveys. Additionally, the treatment group (N=l 1) and the control group (N=6) were the participants of the study. The study's sole participants were fifth grade students. Significance was determined from three of the pre-test and post-test survey questions. For the question "I learn to use a foreign language," the treatment group decreased slightly (M = -.09, SD = .83); however, the control group decreased more (M = -2.50, SD = 1.38). For "I learn social studies," the treatment group grew slightly

86 (M = .09, SD = .54), and the control group grew more (M = .67, SD = .52). For "I arrange myself a place to study without distractions," the treatment group decreased (M = -.45, SD = 1.37), and the control group grew more (M = 1.00, SD = 1.37). No significance was found for the other questions. Respondents in the treatment group (N = 11) were asked 15 questions during the interview. All participants responded to the questions as follow. Concerning the question, "How do you usually study for math?" 54.5% study from notes. Concerning the question, "About how many hours do you study each week?" 36.4% study 3 - 5 hours a week. Additionally, 45.5%study 2 hours a week. No correlation was made for studying 3 -5 hours of the week with a grade of A. Two hours a week also yielded an A. And 5 hours a week yielded a grade of B. For the question, "What is your average grade?" 54.5% received a grade of A. All of the students in the treatment group made grades of A's or B's. For "Do you think you are working as hard as you can?" 72.7% said yes. For "Do you feel you have to do well in school?" 8 of 11 stated yes. For "What makes you want to do well in school?" Eight of 11 stated making good grades and getting a good education. For "Do your friends make the same grades as you?" 9 stated yes. For "Do you have a friend that encourages you to do well in your class? "all" 11 students said yes. For "Do you receive rewards for a good report card?" 9 said yes. For "Are you in the gifted program?" 8 said no. For "Do you feel you have the same access to your teacher as the gifted students? 11 said yes. For "Do you feel your teacher treats you differently than

87 the gifted students?" all said no. For "Where in your home do you study?" 5 said bedroom and 4 said living room; the others said kitchen or a quiet place. The research has shown the importance of students' motivation, self-efficacy, and teacher behavior; how, where, and how much study is beneficial in academic achievement. The significance of the interview questions of students' motivation, student self-efficacy, and teacher behavior was found as a result of the following: The students were hard working, had positive attitudes, responsibility, persistence, and patience. The significance for the students on the interview questions was reflective in the 2 - 5 hours a week study, receiving grades of A and B, and feeling of "doing well" in school. Also the students all had someone in their lives to encourage them to do well in school: a friend, a teacher, or a parent. As a result of the interviews, significance was found in student perception of the teacher's behavior; all of the students reported being treated fairly and as well as the gifted students. The result of the observations indicated that teacher behavior was important in students' self-efficacy and motivation to achieve academically. Teachers that support the wellness of students' frame of mind in positive attitudes, study habits, and academic achievement are important in the overall well-being of student achievement. These attitudes, habits, and achievements, when used as strategies for effective instruction by the teacher, maximize student strength. Effective instruction was found to be number one in motivation and student achievement (Schmoker, 2006). According to the statistical data there was a significant relationship in student selfefficacy, teacher behavior, and student academic motivation for three of the survey

88 questions: "I learn to use a foreign language," "I learn social studies", and "I arrange myself a place to study without distractions". No other significance was found in the other questions. All of the students in the treatment group believed the teacher treated them fairly and as well as the gifted students. The interviews and observations were indicative of middle to highly motivated students. Not all of the students believed they should do well in school. Teachers' best practices encouraged students to think and act positively concerning school work. Weiner's (1974) attribution theory emphasized the four concepts involved in motivation: ability, task performance, effort, and luck. Weiner's theory suggested task completion and cognitive functioning are a part of thinking component in motivation. Students are influenced by their academic experiences. The thinking and cognitive functioning affect task completion. The theory concerns another human being's encouragement and support for students to set goals and achieve those goals. The students were encouraged by someone in their lives to do well. All of the students received an award of some kind for good grades including verbal praise when parents said "good job." Teachers' assistance in facilitating an environment for the student included goal setting, meeting deadlines, and task completion. Classroom effective instruction was considered to be the number one factor in student achievement. Effective teacher behavior included prior planning of instruction time, knowing the curriculum, giving the students responsive time, encouragement, and verbal praise when a student has done a job well.

89 Concerning the interview question, "How do you study for math?" students methodology indicated reading textbook, repeating multiplication tables, getting mom to make problems to study and asking the teacher to review test items. Schmoker (2006) suggested that effective instruction allowed students to have a voice.

Implications and Recommendations: Emergence Theme #1 The first emergent theme, confidence, emerged based on the Children's SelfEfficacy Scale (Bandura, 2006). The survey questions raised a level of awareness for the respondents. The student centered confidence inquiry focused on efforts students expended to enhance their motivation and ability to task completion. Confidence in selfefficacy affected student decision-making capabilities in determining best practices. Some students go to their teachers, parents, friends, or other persons on staff when they get stuck on their school work. Self-efficacy affected students' decision-making capabilities by their determination to complete the task by asking for assistance. Students have several sources in a school to draw from when preparing for task completion. In my years of experience I have found that teachers do well when they are available for students in need of assistance. Certainly confidence was crucial for students to seek assistance from the teacher, other staff, parents, and friends when setting goals and achieving those goals. The students benefited by employing a methodology of collaboration in completing tasks.

90 Implications and Recommendations: Emergence Theme #2 Bandura (1997) suggested that self-regulated learner's greatest self-efficacy is to learn on their own when they are self-taught. In the classrooms collaborative learning, teacher-led instructional activities affect the self-regulated learner. However, it is the learning that takes place when the student leaves the classroom that referred to student self-efficacy for the self-regulated learner. Students face many challenges academically, and teachers' effective instruction is the basis for self-efficacy in the self-regulated learner. The students all believed that teacher classroom instructional time was fair and equal treatment for all students. Experience has shown that this is not always the case for teachers. The teacher in this classroom for the math lesson used strategies that encouraged maximum participation from the students. Based on this study it is recommended that child-centered classes dominate the instructional processes and equality be granted for all students to seek and find the path of knowledge found in education. Hopefully, this strategy in the long run motivates the self-regulated learner and extends the possibilities for a secure sustainable future in academic achievement.

Implications and Recommendations: Dominance Theme #3 Bandura (1997, p. 80) believed, "People need not to be provided with effective rules and strategies but to be persuaded that they can exercise control by applying them consistently and persistently." This theme emerged out of the self-efficacy and social cognitive theory and first appeared in the data collection. Student respondents believed differences in study habits depended on their self-efficacy. The independent learner

91 chose to study alone, and other learners had close relationships enabling collaborative learning to take place with another person (mom and teacher). This study brought awareness to the students in a way that caused them think about their methodology. The students' perceptions of methodology were in part related to their goals for sustainable academic achievement. The recommendations is authentic learning for students in that

teachers' plans for effective instruction include differentiated learning, unilateral support from other teachers, administrators, and staff members in meeting the goals of the students. Authenticity related instruction, when presented by the teacher, can lead students to seek a personal connection with the subject, internalize the conceptual framework, and maximize their beliefs in academic achievement.

Implications and Recommendations: Dominance Theme #4 Classroom management first appeared during data collection. Findings indicated that effective classroom management was necessary during instruction. Well-made plans, teacher preparation and knowledge of the curriculum, and organized interactive students was the basis of classroom order and enhanced student self-efficacy. In other

words students' positive attitudes and eager participation seemed to be more receptive when everyone understood the order and appearance of things to come during instruction time. It is recommended that the teacher start each day with well made plans, including an activity that the students are sure to like which serves as a hook. Based on my research I found that teacher and student relationships do affect learning and academic

92 achievement. Further research might consider to what extent it influences academic achievement.

Implications and Recommendations: Dominance Theme #5 This theme was important in the findings to discover the student's perception of success in test taking. The belief in one's abilities is an indicator for self-efficacy. The findings suggested that students attributed their success in passing a math test to the teacher, parents, ability, and time on task. All of the students believed they were being encouraged to do well in school. The students were motivated to study from one half hour up to 5 hours a week in their bedroom, at the kitchen table, or a quiet place. It is recommended that teachers understand the differences in the students and recognize the ones that are not doing their homework and assign special assistance to cause the students to improve in that category. For the students who are gifted and doing well in school it is recommended that they are challenged to extend their methodology to take on projects that will further their knowledge of math, English, reading, social studies, and individual interests. Teacher training is recommended to accommodate the teachers that need help structuring instructions to challenge and meet the needs of all of the students, such as differentiated learning, cooperative learning, and classroom management.

93 Conclusion The No Child Left Behind Act of 2001 (2006) maintains that schools are held accountable for teaching all students to read, write, and do math. School leaders are expected to maintain order, promote the general well being of students, and provide academic challenges enabling students to meet Annual Yearly Progress. In order for educational leaders to establish curriculum standards, implement new and innovative strategies, and keep abreast of new trends and research, an intervention program is necessary. For example, monitoring new teachers, mentoring programs, teacher training programs, obtaining and securing top educators in their fields ensures quality of instruction, recognition for a job well done, and fair and equal treatment for all students. Analyzing student data is important in restructuring as necessary student learning plans, matching teacher expertise with student needs, and a buddy system for all students to have someone to go to when there is a need or when they get stuck on schoolwork. Several conclusions were derived from this study. "A shift to a pedagogy based on theories of intrinsic motivation should enhance the learning of all students"(Wlodkoski and Ginsberg, 1995, p. 21). The following research question guided this study: Does a significant relationship exist among three key variables: student motivation, to achieve academically and their self-efficacy, and teacher behavior? The findings indicate that a significant relationship exists between student self-efficacy and teacher behavior. Student perception is important in motivation for academic achievement. Students can have perceptions of teachers that cause them to do well or not so well. Teachers can maintain classroom

94 integrity by treating all students with respect and acknowledging the uniqueness in each student. Every student is capable of doing something and it is easier to do something when the student perceives that the teacher is fair and equal. Teacher behavior is important in student self-efficacy. A teacher's careful and well laid out plans are of value. No significance was found in this study for ineffective teacher behavior. As a seasoned educator and new scholar-practitioner this study has served to confirm my belief that when teachers treat students as though they were unequal and insignificant enough to receive direct instruction, it can cause students to have negative perceptions about teachers. Negative perceptions of teachers can also result in unmotivated student behavior affecting student academic achievement. No significance was found in this study for gender or ethnicity. Self-Efficacy and social cognitive theory and attribution (motivation) theory were shown to encourage positive relationships between teachers and students. Learning opportunities await students whose vicarious experiences and mastery in subject areas point to the teacher's instructional behavior. Practice implications include students must motivate themselves to work on strategies in maintaining class work and study habits, and when stuck on school work, ask parents, teachers, and friends for assistance. Policy implications suggest one of the many teacher responsibilities is to facilitate strategies for effective instruction, to promote student self-efficacy, and to maintain the integrity of curriculum and standards. Without such practice, it would be difficult to serve the students and to implement policies and procedures.

95 Implications for future research are to increase the number of student participants, observations, and interviews, and finally continue the study for a period of 6 weeks.

96 References Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, New Jersey. Prentice Hall. Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development ( Vol. 6), Six theories of child development. Greenwich, CT:JAI Press. Bandura, A. (1997). Self-efficacy. New York: W. H. Freeman. Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual Review of Psychology, 52,1-26. Bandura, A. (2006). Guide for constructing self-efficacy scales. Retrieved March 18, 2006 from http://www.des.emory.edu/mfp/014-BanduraGuide2006.pdf Billington, D. (1988). Ego, development and adult education: The effects of intellectual Stimulation, motivation, gender, time, and traditional versus self-directed learning program. Doctoral dissertation, Fielding University. (Pub.No. 8816275) Bristow, B. (2000). The effects of hands-on instruction on 6th grade student understanding of electricity and magnetism. Doctoral dissertation, Texas Woman's University. (Pub No. AAT 1400301) Billington, D. (1988). Ego development and adult education: The effects of intellectual stimulation, motivation, gender, time, and traditional versus self- directed learning program. Doctoral dissertation, Fielding Graduate University, (Pub. No. 8816275) Chen, L.K. (2004). Experiences of students participating in a computer-assisted language learning environment: An example of Chinese language learning. Doctoral dissertation, College of Education, Ohio University. (Pub. No. AAT 3149016) Conroy, M., Sutherland, K., Snyder, A., & Marsh, S. (2008, Jul/Aug). Classwide interventions: Effective instruction makes a difference. Teaching Exceptional children, 40 (6), 24-30. Retrieved August 19, 2008, from http://proquest.umi.com.cardinalfielding.edu. Cosby, W., & Poussaint, A. (2007). Come on people. Nashville, TN: Thomas Nelson.

97 Delpit, L. (2003). Educators as "seed people" growing a new future. Educational Researcher. Retreived March 20, 2008 From ProQuest Educational Journals. 7(32), 14 - 21. Falco, L. (2008). "Skill-builders": Enhancing middle school students' self-efficacy and adaptive learning strategies in mathematics. Doctoral dissertation, The University of Arizona. Pub. No. AAT 3303631. Ford, M. (1992). Motivating humans. Newbury Park, CA: Sage Publications. Freud, S. (1950). The interpretation ofdreams (A.S. Brill, Trans). New York: Modern Library. (Original work published in 1900). Fritz, H. (1958). The psychology of interpersonal relations. Hillsdale, N J: Laurence Erlbaum Associates.

Hyatt, K., & Filler, J. (2007, Fall). A comparison of the effects of two social skill Training approaches on teacher and child behavior. Journal of Research in Childhood Education, 22(1), 85. Jensen, A., & Christensen, L. (2007, September). How to motivate your kids to learn. NEA Today, 26(1). . Kelley, H., & Michela, J. (1980). Attribution theory and research. Annual Review of Psychology, 57,457-501. Kenneth, D., & Keefer, K. (2006). Impact of learned resourcefulness and theories of intelligence on academic achievement of university students: An integrated approach. Educational Psychology, 26(3), 441-457. Keijorfers, J. (2007). Parenting in urban studies. Doctoral thesis, Department of social work, Stockholm University. (ISBN 978-91-7155-491-8.) Luefer, therese. (2007). Students' perception of the learning experience in a large class environment. Nursing Education Perspectives, 18(6), 322.

Johnson, D. (2005). Sustaining change in schools: How to overcome differences and focus on quality. Alexandria, VA: Association for Supervision and Curriculum Development.

98 Lee, J., Grigg, W.S., & Dion, G.S. (2007).The Nations Report Card: Mathematics 2007. Retreived February 26, 2008 from http://nationsreportcard.gov/math_2007/ Lewis, J. & Kim, E. (2008). A desire to learn: African American children's positive attitudes toward learning within school cultures of low expectations. Teachers College Record, 110(6), 104. Maslow, A. H. (1943). A theory of motivation. Psychological Revie,. 50,370-396. Retreived November 26, 2007 from http://psychclassics.yorku.ca/Maslow/motivation.htm Maslow, A. H. (1987). Motivation and personality. New York: HarperCollins. Merriam-Webster. (1980). Collegiate dictionary (10th ed.). Springfield, MA: Merriam Webster. Mitchell, T. (1982). Motivation: New direction for theory, research and Practice. Academy of Management Review, 7(1), 80-88. Moore, B. (2004). A case study of selected students receiving focused verbal praise and encouragement. Doctoral dissertation, St. Louis University. (Pub. No. AAT3134988) Moore, E., & Ratchford, V. (2007). Decreasing discipline referrals for African American males in middle school. American Association of School Administrators, Journal of Scholarship and Practic,. 4 (2), 20-23. Ouellette, K. (2006). Pedagogical perceptions of teachers: The use of accountable talk in mathematics classrooms with students of color. Doctoral dissertation, University of Hartford. Retreived from ProQuest Dissertations and Thesis on January 1, 2009. (Pub. No. AAT 3207494) Pajares, F. (1996). Albert Bandura's guide for constructing self-efficacy scale. Retreived January 15, 2008, from http://www.des.emory.edu/mfp/014BanduraGuide2006 .pdf. Pajares, F. (2002). Self-efficacy beliefs in academic contexts: An outline. Retreived January 15, 2008, from http://des.emory.edu/mfftalk.htm Pennerman, A. (2003). An investigation of perceived factors that contribute to the achievement gap: A comparison of Black and White students. Doctoral dissertation, University of South Alabama. Retreived from ProQuest Dissertations and Thesis on June 25, 2008. (Pub. No. AAT 3106428)

99 Petri, H., & Govern, J. (2004). Motivation theory, research, and applications. (5th ed.). Belmont, CA: Wadsworth/Thompson. Pirtle S.K. (2007). A study of the perception of how involvement in African American churches affects students' academic success. Doctoral dissertation, Union University. Retreived from ProQuest Dissertations and Thesis on June 25, 2008. (Pub. No. AAT 3284841) Ryan, R. & Deci, E., (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 (1), 68-78. Santamaria, A. P., (2008). A principal's sense of self-efficacy in an age of accountability. Doctoral dissertation, University of California, San Diego. Retrieved from ProQuest Dissertations and Thesis on July 25, 2008. (Pub. No. AAT 3296855) Schmoker, M. (2006). Results now. Alexandria, VA: Association for Supervision and Curriculum Development. Senge, P. (1994). The Fifth Discipline, The Art & Science of the Learning Organization. Currency Doubleday. New York State of Georgia. (2005-2006). K-12 Public Schools Annual Report Card. Accountability. Retrieved July 21, 2008 from http ://reportcard2006. gao sa.org/k 12/default. aspx Tawil, M. (2008). Carrying out mandated school efforts: A phenomenological study of New York teachers' morale and motivations. Doctoral dissertation, Northcentral University. Retreived from ProQuest Dissestations and Thesis on June 26, 2008. (Pub. No, AAT 3301457) No Child Left Behind Act of 2001. (2006). Fact Sheet: The No Child Left Behind Act: Challenging students through high expectations. (Press Release). Retreived February 26, 2009 from http://georgewbushwhitehouse.archives.gov/news/releases/2006/10/20061005-2-html U. S. Department of Education. (1972). Title IX, Education Amendments of 1972 (Title 20 U. S. C. Sections 1681-1688). U. S. Department of Labor. Retreived July 29, 2008, from http://www.dol.gov/oasam/regs/statutes/titleIX.htm U. S. Department of Education. (2007). The Nation's Report Card. National Assessment of Educational Progress. Retreived on July 29, 2008 from nationreportcard.gov.

100 Van Petegem, K.,Aelterman, A., Vav Keer, H., & Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student's wellbeing. Social Indicators Research, 85(2), 275-291. Van Tassel-Baska, J., Feng, A., MacFarlane,B., & Heng, M. (2008). A cross-cultural study of teachers' instructional practices in Singapore and the United States. Journal for the Education of the Gifted, 30 (3), 214-239. Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, New Jersey. General Learning Press. Weiner, B. (1985)a. An attributional theory of achievement motivation and Emotion. Psychological Review, 92, 548-73 Weiner, B. (1985)b. "Spontaneous" causal thinking. Psychology Bulletin, 97 (1) 74-84. Retreived November 25, 2007, from http://eric.ed.gov/ERICWebPortal/EJ314285 Weiner, B. (1992). Human motivation. Newbury Park, Califormia: Sage Publications. Werner, E. (1989). Children of the garden island. Scientific American,. 260 (4), 106. Wigfield, A., & Guthrie, J. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, (3), 420-432. Wiggins, G., & McTighe, J. (2005). Understanding by design. (2nd ed.-)- Alexandria, VA: Association for Supervision and Curriculum Development. Wilson, J. (2006). Predicting student attitudes and grades from perceptions of instructors 'atttitudes. Teaching of Psychology. 33(2), 91-94. Wlodkowski, R., & Ginsberg, M. (1995). Diversity & motivation: Culturally responsive teaching. San Francisco. Jossey-Bass. Yukl, G. (2001). National college for school leadership. Leadership in Organizations Retreived May 7, 2006 from www.ncsl.org.uk/media/F7B/97/radd-leaders-business-yukl.pdf

APPENDIX A: LETTER OF INFORMED CONSENT

2
FGUIRB No. 08-2036 Approved 125/2008; Expires 12/4/2009

The Influence Of 5 T H Grade Student Self-Efficacy And Teacher Behaviors On The Motivation Of Students To Achieve Academically Letter of Informed Consent Classroom A - Surveys Dear Parents and Guardians, Your child has been asked to participate in my research study. I am Gwendolyn Moore a doctoral candidate in the field of Leadership and Change at Fielding Graduate University, Santa Barbara, California. My supervisor for this study is Sheila Gregory, Ph. D. I am in the process of completing the requirements for completion of my degree and the final requirement is the completion of my dissertation. My dissertation is on the influence of 5th grade student motivation, student self-esteem, student self-efficacy (A belief that you can do anything) , and teacher behaviors. The surveys will be conducted two times, once in the beginning of the research and once at the end of the research. Students who participate in this study will receive pizza as a token of appreciation for their time. Parents are welcome to come and observe if they wish. The purpose of this mixed methods study is to determine to what extent, if any, there is a relationship between self-efficacy, teacher behavior and the motivation of students to achieve academically. The phenomenon to be studied is the influence of self-efficacy on 5 grade student motivation to achieve academically, and the influence of teacher behavior on 5th grade student motivation to achieve academically. Understanding the student's motivation, selfefficacy, and teacher behavior seem to be an important element in academic achievement. Hopefully, student motivation, self-efficacy, and teacher behavior when internalized by the student becomes instrumental in student self-esteem which, in time, improves student academic achievement. The study will begin and conclude no later than ,. In an effort to complete my dissertation, I am requesting your permission for your child to participate. The first twenty, 5th grade students from your child's class to return the Letters of Informed Consent, and individually assent to participating in the study, will be part of the study. Forty students will take the survey from two fifth grade classes. Once the Letters of Consent are distributed, parents and students will have 10 calendar days to return the Letter of Consent. Any late returns may not be accepted into the study, if the number of Consent letters received reached forty students. "There is a possibility that some interested students in the study will not participate in the study."

With your approval your child's participation includes the following: Pre and Post Self-Efficacy surveys. All of your child's personal information will be kept strictly confidential, and they will be referred to using coding. No identifiers will be used in the research. Specifically, three years APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

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FGU IRB No. 08-2036 Approved 12/5/2008; Expires 12/4/2009

after the Final Oral Review, all identifiers to participants will be destroyed by shredding. This includes all the data collected and all forms (i.e. Paper, computer, tapes, field notes, pre and post surveys, etc). It is my hope that future students will be impacted positively by my findings and that their voices are given a forum to express themselves. I believe this important study will uncover classroom practices that will allow educators to better understand, and improve the motivation level of all students. In doing so I believe students will benefit by participating in this research study and find greater meaning in their work, understand the impact of their motivation and hard work on their academic performance. The risk is that students may think they are getting a grade for this research. It will be explained to students that they will not receive a grade for this research, that they have an alternative not to participate and the right to withdraw from this research "at any time without penalty or negative consequences, and students may request that previously provided information be removed from the study". The Institutional Review Board of Fielding Graduate University retains the right to access the signed informed consent forms and other study documents. If you have any questions at any time about the study, please contact me at 770-473-2870. My Dissertation Chairperson is Dr. Sheila Gregory and you may contact her at 805-687-1099. The results of this research will be published in my dissertation and possibly published in subsequent journals or books or presentations. The signed consent form will be given to the person signing the form. If you have questions or concerns about your rights as a research participant, contact the Fielding Graduate University IRB by email at irbfgjfielding.edu or by telephone at 805-898-4033.

A copy of the signed Informed Consent Form shall be given to the person signing this form. Thank you for your support, Gwendolyn Moore, doctoral candidate

I give my permission for my son/daughter to participate in this study. I do not give my permission for my son/daughter (name) to participate in this study.

(name)

Parent Name Printed

Parent Signature

Date

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

APPENDIX B: LETTER OF INFORMED CONSENT

FGU IRB No. 08-2036 Approved 12/5/2008; Expires 12/4/2009

The Influence Of 5 Grade Student Seif-Efflcacv And Teacher Behaviors On The Motivation Of Students To Achieve Academically Letter of Informed Consent CLASSROOM B - Surveys. Interviews and Observation Dear Parents and Guardians, Your child has been asked to participate in my research study. I am Gwendolyn Moore a doctoral candidate in the field of Leadership and Change at Fielding Graduate University, Santa Barbara, California. My supervisor for this study is Sheila Gregory, Ph. D. I am in the process of completing the requirements for completion of my degree and the final requirement is the completion of my dissertation. My dissertation is on the influence of 5 grade student motivation, student self-efficacy (A belief that you can do anything), and teacher behaviors. The research will be conducted for three non-consecutive days. Students who participate in this study be provided with Pizza and a drink as a token of appreciation for their time. Parents are welcome to come and observe if they wish. The purpose of this mixed methods study is to determine to what extent, if any, there is a relationship between self-efficacy, teacher behavior and the motivation of students to achieve academically. The phenomenon to be studied is the influence of self-efficacy on 5l grade student motivation to achieve academically, and the influence of teacher behavior on 5 grade student motivation to achieve academically. Understanding the student's motivation, selfefficaey, and teacher behavior seem to be an important element in academic achievement. Hopefully, student motivation, self-efficacy, and teacher behavior when internalized by the student becomes instrumental in student self-esteem which, in time, improves student academic achievement. The study will begin in and conclude no later than ._ In an effort to complete my dissertation, I am requesting your permission for your child to participate. The first twenty, 5th grade students from your child's class to return the Letters of Informed Consent, and student assent to participate in the study; will be part of the study. Forty students will take the surveys, this includes both 5th grade classes. However, students in your child's classroom (B) will also participate in the audiotaped interviews and observations. Once the Letters of Consent are distributed, parents and students will have 10 calendar days to return the Letter of Consent. Any late returns may not be accepted into the study, if the number of Consent letters received reached forty students. With your approval your child's participation includes the Pre and Post Self-Efficacy surveys. audiotaped interviews and observations. All of your child's personal information will be kept strictly confidential, and they will be referred to using coding. No identifiers will be used in the research. Specifically, three months after the Final Oral Review, all identifiers to participants will be destroyed by shredding. This includes all the data collected and all forms (i.e. Paper, computer, tapes, field notes, interviews, observations, pre and post surveys, etc). It is my hope APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

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that future students will be impacted positively by my findings and that their voices are given a forum to express themselves. I believe this important study will uncover classroom practices that will allow educators to better understand, and improve the motivation level of all students. In doing so I believe students will benefit by participating in this research study and find greater meaning in their work, understand the impact of their motivation and hard work on their academic performance. The risk is that students may think they are getting a grade for this research. It will be explained to students that they will not receive a grade for this research, that they have an alternative not to participate and the right to withdraw from this research "at any time without penalty or negative consequences, and students may request that previously provided information be removed from the study". The Institutional Review Board of Fielding Graduate University retains the right to access the signed informed consent forms and other study documents. If you have any questions at any time about the study, please contact me at 770-473-2870. My Dissertation Chairperson is Dr. Sheila Gregory and you may contact her at 805-687-1099. The results of this research will be published in my dissertation and possibly published in subsequent journals or books or presentations. The signed consent form will be given to the person signing the form. If you have questions or concerns about your rights as a research participant, contact the Fielding Graduate University IRB by email at irbf3ifielding.edu or by telephone at 805-898-4033.

A copy of the signed Informed Consent Form shall be given to the person signing this form. You may request a copy of the summary of the final results by indicating your interest at the end of this form. Thank you for your support, Gwendolyn Moore, doctoral candidate

I give my permission for my son/daughter to participate in this study.

(name)

I do not give my permission for my son/daughter (name) to participate in this study.

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

FGUIRB No, 08-2036 Approved 12/5/2008; Expires 12/4/2009

Parent Name Printed

Parent Signature

Date

Gwendolyn Moore, doctoral candidate 10990 Folsom Road Hampton, GA 30228 770-473-2870 Dr. Sheila Gregory, Dissertation Chairperson Fielding Graduate University 2112 Santa Barbara Street Santa Barbara, CA 93105 805-687-1099 Yes, please send a summary of the study results to:

NAME (please print)

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

APPENDIX C ASSENT FOR OLDER CHILDREN/ADOLESCENTS

10
FGU IRB No. 08-2036 Approved 12/5/2008; Expires 12/4/2009

ASSENT FOR OLDER CHILDREN/ADOLESCENTS

Dear Student, I am a student in the Educational Leadership program with Fielding Graduate University at 2112 Santa Barbara St., Santa Barbara, CA. As a student, I am doing a project on the influence of self-efficacy (A belief that you can do anything), on 5th grade student motivation to achieve academically, and the influence of teacher behavior on 5th grade student motivation to achieve academically. I will be asking you to participate in a pre-survey and post-survey, observation, and audiotape interview. It is your choice to be in this project and you have the right to withdraw at any time. You will not receive a grade for participating in this study. Your participation in this project may help you to be better motivated to achieve academically. If you feel uncomfortable about the survey, observation or audiotape interview in any way, you can tell me and I will find someone that can talk with you. I will be happy to answer any questions. You can reach me at 770-473-2870. By signing this page, you agree to participate in this project. I am also asking your parent or guardian to sign the enclosed Informed Consent Form. The Institutional Review Board of Fielding Graduate University retains the right to access to all signed Informed Consent Forms and study documents. Thank you very much for your time. Gwendolyn Moore, doctoral candidate Educational Leadership and Change Fielding Graduate University

I give Gwendolyn Moore permission to use my participation in her research. I understand that this is voluntary and I may quit at any time. Name Signature Date

This project is under the supervision of: Dr. Sheila Gregory, Dissertation Chairperson Fielding Graduate University APPROVED 12/5/2008 Fielding Graduate University institutional Review Board

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n
2112 Santa Barbara Street Santa Barbara, CA 93105 805-687-1099
FGU IRB No. 08-2036 Approved 12/5/2008; Expires 12/4/2009

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

APPENDIX D EXCLUSION SCRIPT

13

EXCLUSION SCRIPT

Thank you for your interest in this research. As stated in the Informed Consent letter, the first 20 students from your class that returned the Informed Consent Form and Student Assent Form were selected as participants. Again thank you for considering this research.

Gwendolyn Moore, Doctoral candidate Fielding University

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

APPENDIX E PRE AND POST SURVEY

15 CHILDREN SELF-EFFICACY SCALE (9 A) This survey will help us better understanding the level of difficulty in school work for students. On a scale of 1 - 5 (l being always, and 5 never), please indicate how often you feel about what the sentence states. Your name will not be used and your results will be confidential. Therefore, no one else will know your identity. Please circle the corresponding number l-s to select your answer 1 Always 2 Often 3 Sometimes 4 Rarely 5 Never

CONFIDENCE: 1 I get teachers to help me when I get stuck on my school work 1 Always
2

Often

2 3 Sometimes

4 Rarely

5 Never

I get other students to help me with my school work 1 Always Often 2 3 Sometimes 4 Rarely 5 Never

I talk to others to help me with problems with friends, teachers, and other people at school. 1 Always 2 Often 3 Sometimes 4 Rarely 5 Never

4 1 Always

I get a friend to help me when I have social problems Often 2 3 Sometimes 4 Rarely 5 Never

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

110
16

Self-Efficacy for Achievement; I Learn general mathematics 5

1

Always 6
l

2 Often 2 Often

3 Sometimes I Learn reading skills 3 Sometimes I Learn writing skills

4 Rarely

5 Never 5 Never

Always 7
1

4 Rarely

Always 8
l

2 Often

3 Sometimes

4 Rarely

5 Never

I Learn to use computers Always 2 Often 3 Sometimes 4 Rarely 5 Never

9
1

I Learn to use a foreign langua ge Always 2 Often 3 Sometimes I Learn social studies
i

4 Rarely

5 Never

10

Always
11 l

2 Often

3 Sometimes

4 Rarely

5 Never

I Learn English grammar Always 2 Often 3 Sometimes 4 Rarely 5 Never

Self Efficacy for Self-regulated Learners: 12 I finish my homework assignment by deadlines

2

Always 13 J

Often

Sometimes

4 Rarely

5 Never

I get myself to study when there are other interesting things to do 2 2 4

AFFkOVEJU

12/5/2008 Fielding Graduate University Institutional Review Board

Ill
17 Always Often Sometimes Rarely Never

Self-Efficacy for Achievement: 14

1

I always concentrate on school subjects during class Always 2 Often 3 Sometimes 4 Rarely 5 Never

15
1

I take good notes during class instruction Always 2 Often 3 Sometimes 4 Rarely 5 Never

16
1

I remember well information mentioned in class and textbooks Always 2 Often 3 Sometimes 4 Rarely 5 Never

17
1

I organize my schoolwork Always 2 Often 3 Sometimes 4 Rarely 5 Never

18
1

I get myself to do my schoolwork Always 2 Often 3 Sometimes 4 Rarely 5 Never

19
1

I arrange myself a place to study without distractions Always 2 Often 3 Sometimes 4 Rarely 5 Never

Children Self-Efficacy Scale (Bandura, 2006) www.des.emory

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

APPENDIX F INTERVIEW QUESTIONS

21

Interview Questions (11) (Read each question silently as I read it to you, I will ask the question, then you, the student, will respond to the question, if you feel the question is too personal you may choose not to answer the question.) 1. How do you usually study for math? 2. About how many hours do you study each week? 3. What is your average grade (A, B, C)? 4. Do you work hard in school? 5. Do you think you are working as hard as you can? 6. Do you feel you have to do well in school? 7. What makes you want to do well in school? 8. Do your friends make the same grades as you? 9. Do you have a friend that encourages you to do well in your class? 10. Do you receive rewards for a good report card? 11 Are you in the gifted program? 12. Are your friends in the gifted program? 13. Do you feel you have the same access to your teacher as the gifted students? 14 Do you feel your teacher treats you differently than the gifted (A) students? If so why?
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15. Where in your home do you study?

Approved 12/5/2008
Fielding Graduate University Institutional Review Board

APPENDIX G: ORAL SCRIPT TO THE INTERVIEW

23 ORAL SCRIPT TO THE INTERVIEW

TODAY I WILL ASK YOU SOME INTERVIEW QUESTIONS. PLEASE READ EACH QUESTION AS I READ IT TO YOU, AND RESPOND TO THE QUESTION.

ANSWER THE QUESTION IN THE MANNER THAT IS MOST CONFORTABLE TO YOU. GIVE THE ANSWER THAT BEST DESCRIBES WHAT IS MOST REAL TO YOU.

IF YOU FEEL UNCOMFORTABLE WITH A QUESTION AND THINK THE QUESTION IS TOO PERSONAL YOU MAY CHOOSE NOT TO ANSWER THE QUESTION. YOU MAY CHOOSE TO STOP AT ANY TIME DURING THE INTERVIEW.

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

115 APPENDIX H STUDENT OBSERVATION LOG

19 STUDENT OBSERVATION LOG (10b) (5a) Student Date Observed Number of Minutes Times Observed Observation Scale (1=lowest and 10=highest) 1 4 5 6 7 Cooperation 10

10

Participation 5 6 7 10

Confidence
5 6 7 Social Interaction 5 6 Behavior 7 8 10

10

5 6 7 8 Following Directions 5 6 7 Concentration 1 2 3 5 6 7 Organization 8 9

10

10

10

Activity Observed Total Time Comments

APPROVED 12/5/2068 Fielding Graduate University Institutional Review Board

116 APPENDIX I: LETTER TO PRINCIPAL OF PROPOSED RESEARCH SITE

25 LETTER T O PRINCIPAL O F PROPOSED RESEARCH SITE

Denise C. Welker, Principal Emerson Elementary School 54 7th Street Emerson, Georgia 30137

Dear Mrs. Welker, My name is Gwendolyn Moore and I am a doctoral candidate at Fielding Graduate University, currently at the dissertation stage of my doctoral program. Please accept this letter as a formal request for your approval to conduct my dissertation research at Emerson Elementary School. Attached is the letter of consent for the parents and the student assent of students in two fifth grade classes. Also included are the survey documents and instruments, which will all remain confidential, although participants may select to end their participation at any time if they choose. I have included the following documents for your review: Dissertation Title, Purpose, Aim, Research Questions and the Approval letter from Bartow County Schools Superintendent approving my research study. I have also sent a letter to the Superintendent requesting permission to conduct my research.
The title of the dissertation is: "The Influence Of 5 Grade Student Self-Efficacy And Teacher Behavior On The Motivation Of Students To Achieve Academically".

The purpose of this mixed methods study is to determine to what extent, if any, a significant relationship exist between self-efficacy, teacher behavior, and the motivation of students to achieve academically. The phenomenon to be studied is the influence of self-efficacy and teacher behavior on 5th grade student motivation to achieve academically. Understanding the student's motivation, selfefficacy, and teacher behavior, seem to be important elements in academic achievement. My hypothesis is that student motivation, self-efficacy, and teacher behavior, when internalized by the student, becomes instrumental in student selfesteem which, in time, improves student academic achievement. The aim of the study is to determine if there is a significant relationship between student motivation and student self-efficacy, motivation and teacher behavior, student confidence, student study habits, and student attendance. This is important because losing the achievement gaps between African American students and Caucasian students are of great concern (Pirtle, 2006; & Pennerman, 2003). No Child Left Behind Act of2001 (2006) educational reforms continue to hold educational leaders to strict accountability standards for all
APPROVED 12/5/2008 HeMing Graduate University Institutional Review Board

117

26 students in the core areas of reading, writing, mathematics, science, and social studies. Teachers are motivated to do their best for students and are held accountable for student test results (Tawil, 2008). The NCLB Act of 2001 (2006) clearly aims to close the achievement gap and is designed to change the culture in America's schools, which allows parents more options, and teachers greater freedom to use research that works. Schools that do not make Annual Yearly Progress must provide supplemental services, such as, tutorial services, afterschool remediation, and take actions that will correct the situation (Santamaria, 2008). It is my belief that this research will help teachers in this school and across the nation, develop better strategies to improve the academic performance of students based in part, on the findings of this study. I hope you will look favorably on this important research project and permit me an opportunity to do my research at Emerson Elementary School. Thank you again. I appreciate your time and efforts and look forward to hearing from you soon. Appreciatively,

Gwendolyn Moore Doctoral Candidate By this signature, I acknowledge my agreement to the described research being conducted at Emerson Elementary.

APPROVED 12/5'2008 Fielding Graduate Univei-sity Institutional Review Board

118

APPENDIX J: THE APPROVAL LETTER FROM BARTOW COUNTY SCHOOLS SUPERINTENDENT

28

T H E APPROVAL LETTER BY BARTOW COUNTY SCHOOLS SUPERINTENDENT

From: To: Subject: Date-

"Harper, John" <john.harper@BARTOW.K12.GA.US> * Save Address 4 Reminder <Sfish9@bellsouth.net> RE: Permission to conduct study Monday, September 15, 2008 8:58:03 AM IView Source] Gwendolyn,

I have no problem approving the use of our 5 ,h graders as long as the students are not identified in any information you receive. John F. Harper Ed. D. Superintendent Bartow County Schools (770) 606-5800 Ext. 3895 From: 5fish9@bellsouth.net [mailto:5fish9@bellsouth.net] Sent: Monday, September 15, 2008 6:59 AM To: Harper, John Subject: Permission to conduct study Good morning, Enclosed is a letter to you, the Superintendent of Bartow County School District, for permission to conduct study. Thank you, Gwendolyn Moore

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

119 Appendix K Letter to Superintendent of Bartow County Schools

32

Letter to Superintendent of Bartow County Schools Permission to access student data

Letter to School District for Permission to Conduct Study

Mr. John Harper Bartow County Public Schools Cartersville, Georgia 30024

Dear Superintendent: I am seeking permission to conduct a study with 5th grade students, as well as access student data in the Bartow County Public Schools. Fifth grade students will have the opportunity to self-identify student self-efficacy, perceived teacher behavior and motivation as it relates to their school attendance rates, math grades, confidence, study habits, and homework completion. The title of the research is, "The Influence of 5th Grade Students' Self-Efficacy and Teacher Behaviors on the Motivation of Students to Achieve Academically. " The process will begin with the distribution of parental/guardian Consent for Student Participation. This study will include two separate fifth grade classes. The Bandura SelfEfficacy scale will be used to measure student self-efficacy. The Likert Scale will be used to help classify the observations. Fifth grade fall 2008 attendance rates and math grades will be used to measure student achievement. All identifiers will be removed prior to receiving and reading the student data. The research will answer the following questions: APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

33 1. Is there a significant relationship between students' self-efficacy and the motivation of 5 th grade students to achieve academically? 2. Is there a significant relationship between teacher behavior and the motivation of 5 grade students to achieve academically? 3. Is there a significant relationship between attendance rate and motivation of 5 grade students to achieve academically? 4. How does student confidence influence the motivation of 5 grade students to achieve academically? 5. How do students' study habits influence the motivation of 5th grade students to achieve academically? 6. What kinds of homework assistance could help motivate 5 grade students to achieve academically?

Fifth grade students will be asked to complete a Self-Efficacy Survey, participate in an interview, and be observed in the group. Student names will not be used in the research and all data will be stored in the researcher's home until it is completed. At completion of the study the data will be shredded. This study will take place in late fall of 2008. The benefits to students are a greater awareness of student self-efficacy, and motivation to achieve academically. Students may gain new knowledge about how they learn best and develop their own strategies to help enhance self-motivation. Ultimately, the students heightened awareness increases motivation, and possibly the improvement of attendance rate and math grades.

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

34 This mixed method study will be conducted and evaluated through student' survey data, interview data, attendance rates, and math grades all coded to maintain confidentiality. The rights, privacy, interests and well-being of your children are my highest priorities. I would like to thank you very much for your consideration and look forward to working with the schools to help improve the motivation and develop better strategies to help all students succeed academically. I have also sent a letter to the principal of Emerson School requesting permission to conduct my research. I look forward to the return of your signed letter as soon as possible. I would like to thank you again very much for your consideration. Please sign the form below and return it to me as soon as possible. If you have any questions about the proposed research you are welcome to contact me at 770-473-2870, or Sheila Gregory, Ph.D. at 805-687-1099. Appreciatively,

Gwendolyn Moore, doctoral candidate Fielding Graduate University 10990 Folsom Road Hampton, GA 30228

I give permission for Gwendolyn Moore to conduct this research study at Emerson Elementary School and to access such student information as is necessary by the research. I give this pennission and the understanding that any and all student formation will be kept in confidence by the researcher consistent with the requirements of the study.

Signature/Title

Date

APPROVED 12/5/2008 Fielding Graduate University InstifatMial Review Board

Appendix L Letter from Principal

37

E-MAIL FROM PRINCIPAL OF EMERSON ELEMENTARY

From: To: Subject: Date:

"Welker, Denise" <dwelker@BARTOW.K12.GA.US>

? Save Address

Reminder

<5fish9@bellsouth.net> RE: Permission to conduct Dissertation Study at Emerson Elementary School Friday, September 26, 2008 9 : 2 1 : 0 1 AM IView Sourcel

Good Morning! I'm sorry it's taken this long to reply. I would be happy to assist in any way. Please contact Vicky Wade (secretary) for an appointment and we'll schedule the survey and observations, dew 'Denise C. ~Vfe(ker, Trincipai Xme^rsan "Ekmentary ScRooC 54, 7th Street Tmerson, Qeorgia. 30137 ProucCto Be an Tmerson Tagk

From: 5fish9@bellsouth.net [mailto:5flsh9@bellsouth.net] Sent: Wednesday, September 24, 2008 11:47 AM To: Welker, Denise Cc: drsgregory@fielding.edu; drsgregory@aol.com Subject: Permission to conduct Dissertation Study at Emerson Elementary School Dear Mrs. Welker, Today I phoned you t o speak with you about m e doing my dissertation study at your school. Attached are documents about the study. I look forward to hearing from you that I may do research at your school. Chairperson of my dissertation is Dr. Sheila Gregory and she may be reached at the e-mail address at the top of the page.. Gwendolyn Moore, Doctoral Candidate Fielding University 770-596-3223 (c)

APPROVED 12/5/2008 Fielding Graduate University Institutional Review Board

Appendix M: IRB Letter of Approval from Fielding Graduate University

* FIELDING
Graduate University
December 5, 2008 Gwendolyn Moore Cc: Sheila Gregory, Norman Harris RE: IRB No. 08-2036 (Dissertation Research) "The influence of student motivation and student selfefficacy on teacher behavior" by Gwendolyn Moore Dear Gwendolyn, Congratulations! This is to confirm that the IRB application listed above has been approved. You are granted permission to conduct your study as described in your application effective immediately. The study is subject to continuing review by 12/04/2009, unless closed before that date. The Fielding Graduate University Institutional Review Board has not evaluated your study for scientific merit, except as it relates to potential risks and benefits for human participants. This approval does not replace any required committee or other approvals. If committee or other approvals are required to conduct your study, all approvals must be received by the researcher before recruitment and enrollment begins. Each school has very specific requirements for approvals to be obtained and the IRB requests that you ensure that all requirements have been met. If institutional/organizational approvals are required, retain a copy of the approval(s) with your study documents. The following information is provided to help you meet local and federal human subjects protection requirements: 1. You are required to adhere to the Belmont Report's ethical principles of respect, beneficence, and justice. 2. You must use the final IRB approved study documents to conduct your study. 3. You are required to maintain complete records of this project and store the records for at least three years following the date of completion. The IRB may review your records relating to this project. 4. All recruitment materials must receive IRB approval prior to utilization. 5. You are required to submit reports on unexpected adverse events or serious adverse events experienced by your study participants. 6. Federal guidelines require that projects undergo continuing review at least once a year. You will receive a communication approximately 4 weeks prior to the expiration date noted above. Complete and return the required documents prior to the expiration date to avoid a lapse of approval. 7. Completethe IRB Status Report and email to irb@1ieldina.edu within 30 days of study completion. Go to httD://www.fieldina.edu/private/researcri/irb.asp to download the form.

Any proposed changes or modifications to the current application must be submitted to the IRB for review and approval. Some changes may be approved by expedited review; others may require full board review. Please contact irbi5ifieldino.edu if you have any questions or require further information. Best wishes, Daniel Sewell, Ph.D. Institutional Review Board Chair Associate Provost for Research & Learning Fielding Graduate University Ick 2112 Santa Barbara Street Santa Barbara, California S3105-J538
805.687.1099 805.687.4590 fax

www.fieMfng.edu

124 IRB Approval Letter December 5, 2008 Gwendolyn Moore Cc. Sheila Gregory, Norman Harris RE: IRB No 08-2036 (Dissertation Research) "The Influence of student motivation and student self-efficacy on teacher behavior" by Gwendolyn Moore Dear Gwendolyn, Congratulations! This is to confirm the IRB application listed above has been approved. You are granted permission to conduct your study as described in your application effective immediately. The study is subject to continuing review by 12/04/2009, unless closed before that date The Fielding Graduate University Intuitional Review Board has not evaluated your study for scientific merit, except as it relates to potential risks and benefits for human participants. This approval does not replace any required committee or other approvals. If committee or other approvals are required to conduct your study, all approvals must be received by the researcher before recruitment and enrollment begins. Each school has very specific requirements for approvals to be obtained and the IRB requests that you ensure that all requirements have been met. If institutional/organization approvals are required, retain a copy of the approval(s) with your study documents. The following information is provided to help you meet local and federal human subjects protection requirements: 1. You are required to adhere to the Belmont Report's ethical principles of respect, beneficence, and justice. 2. You must use the final IRB approved study documents to conduct your study. 3. You are required to maintain complete records of this project and store the records for at least three years following the date of completion. 4. All recruitment materials must receive IRB approval prior to utilization. 5. You are required to submit reports on unexpected adverse events or serious adverse experienced by your study participants. 6. Federal guidelines require that projects undergo continuing review at least once a year. You will receive a communication approximately 4 weeks prior to the expiration date to avoid a lapse of approval. 7. Complete the IRB Status Report and email to irb@fielding.edu within 30 days of study completion. Go to http://www.fielding.edu/private/research/irb.asp to download the form. Any proposed changes or modifications to the current application must be submitted to the IRB for review and approval. Some changes may be approved by expedited review;

125 others may require full board review. Please contact irb@fielding.edu if you have any questions or require further information. Best wishes, Daniel Sewell, Ph.D., Institutional Board Chair Associate Provost for Research & Learning Fielding Graduate University lck 2112 Santa Barbara Street - Santa Barbara, California 93105-3538 805-687-1099 -- 805-687-4590 fax www.fielding.edu

FGU IRB No. 08-2036 Approved 12/5/2008; Expires 12/4/2009