View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Liberty University Digital Commons MIDDLE SCHOOL APATHY: A PHENOMENOLOGICAL STUDY FROM STUDENTS’ PERSPECTIVE by Debra Graves Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2018 2 MIDDLE SCHOOL APATHY: A PHENOMENOLOGICAL STUDY FROM STUDENTS’ PERSPECTIVE by Debra Graves A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2018 APPROVED BY: Christy James, Ed. D., Committee Chair David Ellena, Ph. D., Committee Member Kristina Dewitt, Ph. D., Committee Chair 3 ABSTRACT The purpose for this phenomenological study was to investigate students’ perceptions as to why some middle school students lose their intrinsic motivation to learn and develop apathy toward learning while other middle school students thrive. The following question guided the research: Based on students’ lived experiences, what are the sources for motivation and/or apathy during the middle school years? Four sub-questions were also used: (1) What are students’ perspectives about the intersection of standardized testing and report cards to their motivation/apathy to learn? (2) What are students’ perceptions of the intersection of technology and motivation/apathy? (3) What do students perceive to be necessary resources beneficial to their motivation? (4) What do students perceive to be obstacles that hinder their motivation? This qualitative study was grounded in the self-determination, self-efficacy, and student apathy theories of Bandura, Frankl, Maslow, and Ryan and Deci. The research will take place in a suburban middle school in central Virginia. The study included 12 middle school students that were identified as highly motivated (six students) and highly unmotivated (six students). Highly-motivated and highly-unmotivated students were identified through self-evaluation surveys, grade averages, and teacher/counselor recommendation. Once students were determined as potential participants, parental consent forms and participation forms were distributed. After the consent/participation forms were collected, the researcher assigned an adolescent apathy questionnaire and a learning style questionnaire. The researcher also met with each participant two times, including an introduction meeting and the interview. The researcher then coded and analyzed the data the participant provided. As a result of analyzing the students’ experiences five themes emerged: Organization, self-satisfaction, expectations, goals, and hindrances. Keywords: Apathy, middle school, student motivation 4 Copyright Page Debra Graves 2018 5 Dedication To my gifts from God, Blaine and Skylar: All I have done in my life is for you both. It is my goal in life to make you proud that I am your mother. To the one that my soul loves, Brad: Words cannot express my love and gratitude for you. Glory to God: who had far more faith in me than I had in myself. 6 Table of Contents ABSTRACT .................................................................................................................................... 3 Copyright Page ............................................................................................................................... 4 Dedication ....................................................................................................................................... 5 List of Tables ................................................................................................................................ 11 List of Abbreviations .................................................................................................................... 12 CHAPTER ONE: INTRODUCTION ........................................................................................... 13 Overview ........................................................................................................................... 13 Background ....................................................................................................................... 13 Situation to Self ................................................................................................................ 18 Problem Statement ............................................................................................................ 20 Purpose Statement ............................................................................................................. 20 Significance of the Study .................................................................................................. 21 Research Questions ........................................................................................................... 22 Definitions......................................................................................................................... 23 Summary ........................................................................................................................... 24 CHAPTER TWO: LITERATURE REVIEW .......................................................................... 26 Overview ........................................................................................................................... 26 Theoretical Framework ..................................................................................................... 26 Maslow’s Theory of Human Motivation .............................................................. 27 Bandura’s Self-Efficacy Theory ........................................................................... 29 Frankl’s Student Apathy Theory ........................................................................... 29 Related Literature .............................................................................................................. 30 7 Reward Systems .................................................................................................... 31 Family Influence ................................................................................................... 33 Student-Teacher Relationships ............................................................................. 37 Highly Qualified Teachers .................................................................................... 39 Student Apathy ...................................................................................................... 41 Adolescence .......................................................................................................... 43 Self-Efficacy ......................................................................................................... 44 Personal Effort ...................................................................................................... 45 Student Motivation................................................................................................ 45 Autonomy ............................................................................................................. 47 Goal Setting .......................................................................................................... 51 Pedagogy ............................................................................................................... 53 Influence of Technology ....................................................................................... 57 Summary ........................................................................................................................... 60 CHAPTER THREE: METHODS ........................................................................................... 62 Overview ........................................................................................................................... 62 Design ............................................................................................................................... 62 Research Questions ........................................................................................................... 63 Setting ............................................................................................................................... 64 Participants ........................................................................................................................ 65 Procedures ......................................................................................................................... 65 The Researcher’s Role ...................................................................................................... 66 Data Collection ................................................................................................................. 67 8 Questionnaires ..................................................................................................... 68 Interviews ............................................................................................................ 69 Observations ........................................................................................................ 73 Data Analysis .................................................................................................................... 74 Epoche ................................................................................................................... 74 Journaling and Memoing .....................................................................................