Control is the key: Unlocking the motivation of at-risk students

Traditional instructional environments for at-risk (i.e., unmotivated) stud ents are teacher controlled and provide low-level, routine tasks. This, how ever, contradicts current theory and research regarding environments that e nhance motivation to learn. To effectively assist motivationally disadvanta ged students, instructional environments must support autonomy and challeng e. Six "at-risk" students in an alternative education program completed mot ivation surveys after engaging in various learning activities. Overall, the participants completed 54 surveys. Using multiple regression, involvement, boredom, confusion, competence, and desire to be doing something else were regressed on perceived challenge and perceived control. The results indica ted that control and challenge were significant predictors of the motivatio n variables. The findings are discussed in terms of awakening to the powerf ul influence of instructional tasks on student motivation and desire to eng age in learning activities.;limitations of the present study provide insigh ts into future endeavors. (C) 1999 John Wiley gr Sons, Inc.