Abstract
We investigated a group counseling class and a remedial math class in a junior high school. Measures of adolescents' (N = 47) perceived competence and intrinsic motivation combined with teacher interviews comprised the data sources. Using a social-cognitive framework, the analyses identified program characteristics and teacher beliefs and practices in each classroom that supported perceived competence and intrinsic motivation among adolescents. Differences in levels of intrinsic motivation and competence beliefs among adolescents in the 2 classrooms were accompanied by differences in teachers' instructional and disciplinary strategies and their underlying beliefs. Program characteristics also differed. Results are discussed in terms of cognitive mediators of motivation, tracking effects, and the unique educational needs of adolescent learners who are at risk for school failure.
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