MOTIVATION AND SCHOOLING IN THE MIDDLE GRADES

This review examines recent developments in research on social-cogniti ve theories of motivation during adolescence and the ways in which suc h research can be applied to the reform of middle grade schools. While there is ample evidence that the environments in many middle grade sc hools are antithetical to the needs of early adolescents, few reform e fforts have emerged which consider the motivational and developmental needs of youth. This article suggests that effective reform must consi der the multiple contexts in which students interact. Recent examples of reform at the classroom and school level using a goal theory perspe ctive are presented.