Factors that motivate Hispanic middle school male students to achieve academically

Research has shown that many students begin to lose interest in school during middle school years (Eccles & Midgley, 1989). Some of those most at risk for disengaging are those students of Hispanic origin, and in particular, Hispanic males (Nesman, Barobs-Gahr, Medrano, 2001; U.S. Department of Education, 2001). This qualitative research study investigates two major areas that impact this population's academic motivation: student-based factors and teacher-based factors. The research project was a multiple case study of 8 Hispanic males in the sixth and seventh grades of an urban New England middle school. The sample was purposefully selected by the students' teachers, with 2 subjects at each grade level being classified as appearing either highly motivated compared to their peers or lacking in motivation as compared to their peers. Each student was interviewed through a guided interview process and then observed for six separate classes over a four to six week period. Data were also obtained by a review of the students' records. Cumulative folders, report cards, student agenda books, and any disciplinary records were all reviewed in an effort to learn about the two research areas. Data analysis was ongoing, simultaneous with the collection of the data. A final interview session was held with each student as a member-check process to verify conclusions and to get feedback on possible explanations and hypotheses. Data results revealed six student-based factors that impact motivation: locus of control, importance to course grade, level of fun/interest, self-efficacy, self-control and peer influences.{09}There were three main teacher-based factors revealed in the data. The teacher's personal characteristics, ability to manage the classroom and pedagogical skills were all noted to impact the sample population. The study concluded that both sample groups are affected by these factors to varying degrees.