Continuing motivation beyond the high school classroom

  1. David J. Shernoff1,
  2. Lisa Hoogstra2

Article first published online: 15 MAR 2002

DOI: 10.1002/cd.26

Issue

New Directions for Child and Adolescent Development

New Directions for Child and Adolescent Development

Special Issue: Supportive Frameworks for Youth Engagement

Volume 2001, Issue 93, pages 73–88, Autumn (Fall) 2001

Additional Information

How to Cite

Shernoff, D. J. and Hoogstra, L. (2001), Continuing motivation beyond the high school classroom. New Directions for Child and Adolescent Development, 2001: 73–88. doi: 10.1002/cd.26

Author Information

  1. 1

    David J. Shernoff is a doctoral student in education and human development at the University of Chicago.

  2. 2

    Lisa Hoogstra is a doctoral student in human development at the University of Chicago.

Publication History

  1. Issue published online: 15 MAR 2002
  2. Article first published online: 15 MAR 2002

Funded by

  • National Institute on Postsecondary Education, Libraries, and Lifelong Learning. Grant Number: R309F70069

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Abstract

This chapter examines the relationship between engagement in high school math and science classes, later academic performance, and choice of college major. Quantitative analyses are complemented by case studies of college students who exhibited high or low engagement in high school.

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