Abstract
This study examined the effects of a motivationally facilitative after-school program on 7th grade students' autonomous motivation, learning goals, school engagement, and performance in science class. Pairs of students were individually matched on sex, race/ethnicity, free lunch status, and science grades and each member was randomly assigned to either a 15 week, after-school program or a control group. Students ( N = 90) completed questionnaires regarding their motivation, and engagement before and after the program. Science, math, social studies, and English teachers rated students' levels of classroom engagement. Students participating in the Investigators' Club increased in learning goals, engagement in school and in science class, and science grades, and decreased in performance goals relative to the controls. Effects of the program as well as drop-out and completer information, are discussed in terms of the goal of facilitating motivation in disadvantaged middle school students.
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