Intermediate students’ perceptions of their own motivation in school: towards an expanded conceptualization of motivation in the school context.

In an attempt to create an expanded conceptualization of motivation in the school context, this qualitative study looked at students’ perceptions of their motivation and engagement in school. Five grade seven students were interviewed and observed in various settings over a three-week period. Analysis of data highlighted three main factors that influenced students’ school engagement: individual factors (personal interest, goals, beliefs); contextual factors, (subject, classroom); and relational factors (with parents, peers, teachers). Simultaneous to these factors, other factors, such as grades and choice in task also contributed to students’ school engagement. Although each factor influenced students’ school engagement in some way, the level of influence each factors had on students’ school engagement differed across students. The importance of building positive relationships, setting up a classroom based on mutual respect with clear expectations, and providing choice whenever possible were the main implications for educators highlighted within this study.