1. Marion Oliver Educ 709

2.  It is of incredible importance to students’ connection to school, as well as their ability and desire to stay in school (McNeely & Falci, 2004)  It is a strength that school counselors should promote in students!

3.  Ryan and Patrick’s 2001 study that found that students have higher levels of motivation when they feel supported by teachers and believe their ideas are respected in the classroom.  Wentzel (1997) also found a positive relationship between a student’s perceived caring from the teacher and academic effort/motivation. However, there is a research gap surrounding the influence that school counselors can have on motivation.

4.  Miller and Rollinick (2002) described motivational interviewing as a counseling technique that is client-centered in nature and used to motivate people for behavioral change.  It is a counseling technique that a large body of research has found to be successful for treating alcohol abuse, eating disorders, dieting, among other target behaviors. ◦ Most of this research focuses on adults--there is a gap in the literature around motivational interviewing for adolescents. ◦ In particular, lack of research about its use in academic settings (Strait et al., 2012).

5.  Strait et al. (2012) studied motivational interviewing in middle school students using a randomized trial with a sample size of 100 students.  Participants were randomly assigned to either an MI group or an assessment only control condition. ◦ Students in the MI condition participated in one individual MI session with a trained school or clinical psychology graduate student.

6.  Results of Strait et al. (2012) study: ◦ found that even a single motivational interviewing session “had positive effects on math grades and some academic behaviors for middle school students that should increase academic performance, namely, class participation and overall positive academic behavior” (p. 1037).  The first randomized controlled study of MI with middle school students to find a statistically significant effect on grades.

7.  There is limited research in general about motivational interviewing in adolescents, and especially motivational interviewing in the school setting.  The previously referenced study (Strait et. al 2012) also stated that further research and replication of their findings was needed before establishing efficacy, thus prompting the research study at hand as further investigation into this topic.

8.  Initial research has shown motivational interviewing to have a positive effect on student academic motivation.  School Counseling Best Practices! ◦ Academic counseling is part of the school counselor’s responsibilities as defined by ASCA, so learning new counseling techniques that can help improve motivation/academics is important professional development.

9.  Single-Subject Design  Subject= one individual student  The sample for this study, the student, will be selected through a non-probability convenience sample due to the limitations of the track out calendar in a year long school  Student will be identified by his/her teacher as lacking in motivation and corroborated with data supporting this lack of motivation (for example, a high number of absences or course failures)

10.  Academic motivation is operationally defined and adapted from Pascarella (2007) as “a willingness to work hard to learn material even if it doesn’t lead to a higher grade, the importance of getting good grades… and enjoyment of academic challenge” (p. 13)  Hypothesis: motivational interviewing will have a positive effect on academic motivation based on previous empirical research.

11.  The intervention will be individual counseling using the techniques and principles of motivational interviewing for the client. ◦ Four counseling sessions taking place over a two to three week period, with each session lasting for about 20 to 25 minutes. ◦ Data will be collected using a student motivation survey (adapted from Pascarella, 2007). This survey will be administered before, during, and after the intervention, as well as a month later (the withdrawal phase). ◦ Teachers will also complete the same student motivation survey before and after the intervention.

12. Adapted from Pascarella (2007)

13.  The primary principle of motivational interviewing is “to guide the student through the Stages of Change… making an assessment of where the student might be considered to be within the Stages of Change model according to statements they make during MI interactions”  The motivation to change should be elicited from within the student and should not be imposed ◦ Source: Atkinson & Woods, 2003, p. 51

15.  There have been very limited studies regarding motivational interviewing and middle-school students’ academic motivation. ◦ This study could further the notion that MI can have a positive effect on motivation.  It also contributes to the limited body of literature about what school counselors can do to affect motivation in their students.

16. Pascarella, E. T. (2007). Methodological Report for Wabash National Study of Liberal Arts Education. Retrieved from http://www.liberalarts.wabash.edu/storage/WNSLAE_Research_Methods_ March_2008.pdf http://www.liberalarts.wabash.edu/storage/WNSLAE_Research_Methods_ March_2008.pdf Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. Strait, G., Smith, B. H., McQuillin, S., Terry, J., Swan, S., & Malone, P. S. (2012). A randomized trial of motivational interviewing to improve middle school students' academic performance. Journal Of Community Psychology, 40(8),1032-1039. Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal Of Educational Psychology, 89(3), 411-419.