0.8 Mirci, p., loomis, c., & Hensley, p. (september 2011). social  (Page 8/19)

Framework

Data were derived from two sources. Each student was interviewed using ten semi-structured interview questions that were transcribed. The transcribed interviews from Loomis’ 2011 study were reanalyzed and an additional ten semi-structured interview questions were developed in order to examine the perceptions of students’ self-systems based on their previous sharing. Data were collected and then coded based on the five categories of Marzano’s self-system (1998). The following categories comprised the framework for our study and data are reported based on (a) self-attributes (thoughts ranging from perceptions of one’s appearance to intelligence), (b) self and others (the relationship of self related to sense of belonging and status in differing groups), (c) nature of the world (a continuum of perceptions ranging from viewing the world as hostile to friends), (d) efficacy (perceptions regarding one’s possession of resources to change something), and (e) purpose (a sense of one’s purpose in life). These interconnected beliefs comprise the self-system and engagement in learning (Marzano, 1998). Educators influence these beliefs through the words, attitudes, and expectations they convey (Littky&Grabelle, 2004).

Each attribute comprising the self-system has revealed the importance of perceptions regarding self and others. In terms of learning, “once the self-system has determined that a presenting task will be accepted, the functioning of all other elements of thought (i.e., the metacognitive system, the cognitive system, and the knowledge domains are, to a certain extent, dedicated or determined” (Marzano, 1998, p.57). All stakeholders need to understand the importance of the concept of the self-system in student learning and how it can foster intrinsic motivation.

Semi- structured interview questions

The following questions were used to initiate conversations with student interviews that were then transcribed, (a) What was your self-attribute as a learner when you were experiencing failure in school and were labeled at-risk? (b) What was your self-attribute as a learner when you were experiencing success in school and progressing to graduation? (c) How did you view yourself in relationship to others when you were experiencing failure in school and were labeled at-risk? (d) How did you view yourself in relationship to others when you were experiencing success in school and progressing to graduation? (e) How did you feel about your own capacity to change the situation of failure and being labeled at-risk of not graduating?(f) How did you feel about your own capacity to exercise control of your own learning when you were experiencing success in school and progressing to graduation? (g)When you were experiencing failure and were labeled at-risk how did you experience the classroom environment and culture of the school? (h) When you were succeeding in school, no longer carried the label of at-risk, and were progressing to graduation how did you experience the classroom environment and culture of the school? (i) What mattered (or was important) in your own life when you were experiencing failure and were labeled at-risk? and (j)What mattered (or was important) in your own life when you were succeeding in school, no longer carried the label of at-risk, and were progressing to graduation?