Book Description

The purpose of this study was to investigate how Christian high school students express their perceptions of ability, value, and motivated behavior choices in their Bible classes. It examined the motivational beliefs of students regarding Bible classes in four Christian high schools using Jacquelynne Eccles's and Alan Wigfield's model of Expectancy Value Theory to structure twenty-five think-aloud interviews. The research found that students perceived subjective task values to be the chief reason for motivation in Bible classes. Prior biblical learning both in church and school contexts was described as a determinant of the self concept of ability in Bible classes. Utility and attainment values merged in the students' perceptions of the value of Bible classes. Apologetics was described as a cause of interest value. Parents were frequently mentioned as an influence of values for Bible classes. Participants' described teachers' influence consistently across the spectrum of motivational beliefs queried. The students described valuing Bible class work both as a contributor to school success and as a means of forming their Christian faith. The findings are consistent with the Eccles Model's emphasis on the value aspects of school motivation. The study concludes that these students believe effort is the indicator of motivation and that effort depends on interest. The author discusses eight motivational orientations with suggestions for using each orientation in order to promote interest. A summary table of orientations and suggestions for practice is included. Suggestions for further research include exploration of whether the belief of these students that other values lead to interest and interest leads to effort is widespread, evaluation of think-aloud interviews to refine instruments, and investigation of whether these students' minimal attention to self concept of ability is representative of other students.