View Item 

Show simple item record

Television News in the Classroom
dc.contributor.authorAnderman, Ericen_US
dc.contributor.authorJohnston, Jeromeen_US
dc.date.accessioned2010-04-13T20:12:05Z
dc.date.available2010-04-13T20:12:05Z
dc.date.issued1998en_US
dc.identifier.citationAnderman, Eric; Johnston, Jerome (1998). "Television News in the Classroom." Journal of Adolescent Research 13(1): 73-100. <http://hdl.handle.net/2027.42/68188>en_US
dc.identifier.issn0743-5584en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/68188
dc.description.abstractHaving adolescents study current events in school is valued highly by teachers. However, schools often do not stress the instruction of current events. In this study, students were compared across high schools that were designated as exemnplary schools in the use of the Channel One television news program and three comparison schools. The results indicated that students who had greater prior knowledge of current events were more likely to report being mastery oriented toward the news; consequently, those students reported engaging in more outside of school news-seeking behaviors and therefore knew more about current events than did other students. In addition, watching television news in supportive environments, grade point average, gender, and socioeconomic status were related to current events knowledge. Implications for the instruction of current events in schools are discussed.en_US
dc.format.extent3108 bytes
dc.format.extent2415809 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSage Publicationsen_US
dc.titleTelevision News in the Classroomen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbsecondlevelSocial Worken_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationotherUniversity of Kentuckyen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/68188/2/10.1177_0743554898131005.pdf
dc.identifier.doi10.1177/0743554898131005en_US
dc.identifier.sourceJournal of Adolescent Researchen_US
dc.identifier.citedreferenceAmes, C. (1990, April). The relationship of achievement goals to student motivation in classroom settings. Paper presented at the annual meeting of the American Educational Research Association, Boston.en_US
dc.identifier.citedreferenceAmes, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.en_US
dc.identifier.citedreferenceAmes, C. & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-270.en_US
dc.identifier.citedreferenceAmes, C., & Maehr, M. L. (1989). Home and school cooperation in social and motivational development. Washington, DC: U.S. Department of Education, Grant from the Office of Special Education Research.en_US
dc.identifier.citedreferenceAnderman, E. M. (1997). Motivation and school reform. In M. L. Maehr & P. R. Fintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 303-337). Greenwich, CT: JAI Press.en_US
dc.identifier.citedreferenceAnderman, E. M., & Johnston, J. (1994, February). Motivational influences on adolescents' current events knowledge. Paper presented at the biannual meeting of the Society for Research on Adolescence, San Diego, CA.en_US
dc.identifier.citedreferenceAnderman, E. M., & Johnston, J. (1997). Channel One: Television news in the middle school classroom. Middle School Journal, 28, 33-36.en_US
dc.identifier.citedreferenceAnderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.en_US
dc.identifier.citedreferenceAnderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298.en_US
dc.identifier.citedreferenceAnderman, E. M., & Urdan, T. C. (1995). A multi-level approach to middle-level reform. Principal, 74(3), 26-28.en_US
dc.identifier.citedreferenceAnderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811-831.en_US
dc.identifier.citedreferenceAndrews, F., Morgan, J., Sonquist, J., & Klem, L. (1973). Multiple classification analysis (2nd ed.) Ann Arbor: University of Michigan.en_US
dc.identifier.citedreferenceArbreton, A. (1993). When getting help is helpful: Developmental, cognitive, and motivational influences on students' academic help-seeking. Unpublished doctoral dissertation, University of Michigan.en_US
dc.identifier.citedreferenceArcher, J. (1989). Motivation and creativity: The relationship between achievement goals and creativity in writing short stories and poenms. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.en_US
dc.identifier.citedreferenceAsher, H. B. (1983). Causal modeling. Beverly Hills, CA: Sage.en_US
dc.identifier.citedreferenceAthappilly, K., Smidchens, U., & Kofel, J. W. (1983). A computer-based meta-analysis of the effect of modem mathematics in comparison with traditional mathematics. Educational Evaluation and Policy Analysis, 5, 485-493.en_US
dc.identifier.citedreferenceBlumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272-281.en_US
dc.identifier.citedreferenceBrown, A. L. (1988). Motivation to learn and understand: On taking charge of one's own learning. Cognition and Instruction, 5, 311-321.en_US
dc.identifier.citedreferenceCameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.en_US
dc.identifier.citedreferenceCelano, D., & Neuman, S. B. (1995). Channel One: Time for a TV break. Phi Delta Kappan, 76,444-446.en_US
dc.identifier.citedreferenceClose Up Publishing. (1993). Current events quizzes for subscribers to U.S. News & World Report. Alexandria, VA: Author.en_US
dc.identifier.citedreferenceCohen, P. A., Ebeling, B., & Kulik, J. A. (1981). A meta-analysis of outcome studies of visual-based instruction. Educational Communication and Technology: A Journal of Theory, Research, and Development, 29, 26-36.en_US
dc.identifier.citedreferenceDe Vaney, A. (Ed.). (1994). Watching Channel One: The convergence of students, technology, and private business. Albany: State University of New York Press.en_US
dc.identifier.citedreferenceDweck, C. S., &Leggett,E. L. (1988). Asocial-cognitiveapproachtomotivationandpersonality. Psychological Review, 95, 256-273.en_US
dc.identifier.citedreferenceEccles, J. S. (1995, March). Measuring context in studies of adolescence. Symposium chaired at the biannual meeting of the Society for Research in Child Development, Indianapolis, IN.en_US
dc.identifier.citedreferenceEisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth?American Psychologist, 51, 1153-1166.en_US
dc.identifier.citedreferenceFunkhouser, G., & Mc Combs, M. (1971). The rise and fall of news diffusion. Public Opinion Quarterly, 35, 107-113.en_US
dc.identifier.citedreferenceGenova, B. K., & Greenberg, B. J. (1979). Interest in the news and the knowledge gap. Public Opinion Quarterly, 43, 79-91.en_US
dc.identifier.citedreferenceGunter, B. (1987). Poor reception: Misunderstanding andforgetting broadcast news. Hillsdale, NJ: Lawrence Erlbaum.en_US
dc.identifier.citedreferenceHarackiewicz,M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915.en_US
dc.identifier.citedreferenceHarter, S. (1982). The Perceived Competence Scale for Children. Child Development, 53, 89-97.en_US
dc.identifier.citedreferenceHeyman, G. D., & Dweck, C. S. (1996). Development of motivation. In E. De Corte & F. E. Weinert (Eds.), International encyclopedia of developmental and instructional psychology (pp. 209-213). Oxford: Pergamon.en_US
dc.identifier.citedreferenceJohnston, J., & Anderman, E. M. (1993). Channel One: The schoolfactor. Ann Arbor: University of Michigan, Institute for Social Research.en_US
dc.identifier.citedreferenceJohnston, J., & Brzezinski, E. J. (1992). Taking the measure of Channel One: Thefirst year. Ann Arbor: University of Michigan, Institute for Social Research.en_US
dc.identifier.citedreferenceJohnston, J., Brzezinski, E. J., & Anderman, E. M. (1994). Taking the measure of Channel One: A three year perspective. Ann Arbor: University of Michigan, Institute for Social Research.en_US
dc.identifier.citedreferenceJohnston, L. D., O'Malley, P. M., & Bachman, J. G. (1992). The 1991 survey of drug use by American high school and college students. Ann Arbor: University of Michigan, Institute of Social Research.en_US
dc.identifier.citedreferenceKohn, A. (1986). No contest: The case against competition. Boston: Houghton Mifflin.en_US
dc.identifier.citedreferenceKrathwohl, D. R. (1993). Methods of educational and social science research. White Plains, NY: Longman.en_US
dc.identifier.citedreferenceLepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic rewards: A test of the "overjustification" hypothesis. Journal of Personality and Social Psychology, 28, 129-137.en_US
dc.identifier.citedreferenceLepper, M. R., Keavney, M., & Drake, M. (1996). Intrinsic motivation and extrinsic rewards: A commentary on Cameron and Pierce's meta-analysis. Review of Educational Research, 66, 5-32.en_US
dc.identifier.citedreferenceMaehr, M. L. (1976). Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46, 443-462.en_US
dc.identifier.citedreferenceMaehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26, 399-427.en_US
dc.identifier.citedreferenceMaehr, M. L., & Midgley, C. (1996). Transforming school cultures. Boulder, CO: Westview.en_US
dc.identifier.citedreferenceMaehr, M. L., & Pintrich, P. R. (Eds.) (1991). Advances in motivation and achievement. (Vol. 7). Greenwich, CT: JAI Press.en_US
dc.identifier.citedreferenceMeece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.en_US
dc.identifier.citedreferenceMidgley, C.,Maehr, M. L., Hicks, L. H., Roeser, R., Urdan, T., Anderman, E. M., & Kaplan, A. (1996). Patterns of Adaptive Learning Survey. Ann Arbor: University of Michigan, Combined Program in Education and Psychology.en_US
dc.identifier.citedreferenceNational Assessment of Educational Progress (NAEP). (1990). The civics report card. Princeton, NJ: Author.en_US
dc.identifier.citedreferenceNicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.en_US
dc.identifier.citedreferenceNolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.en_US
dc.identifier.citedreferenceNolen, S. B., & Haladyna, T. M. (1990). Motivation and studying in high school science. Journal of Research in Science Teaching, 27, 115-126.en_US
dc.identifier.citedreferencePintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.en_US
dc.identifier.citedreferencePintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 371-402). Greenwich, CT: JAI Press.en_US
dc.identifier.citedreferencePintrich, P. R., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom (pp. 149-183). Hillsdale, NJ: Lawrence Erlbaum.en_US
dc.identifier.citedreferencePintrich, P. R., & Schunk, D. H. (1996). Motivation in education. Englewood Cliffs, NJ: Prentice-Hall.en_US
dc.identifier.citedreferencePrice, V., & Zaller, J. (1993). Who gets the news?Public Opinion Quarterly, 57(2), 133-164.en_US
dc.identifier.citedreferenceRakow, L. F., & Kranich, K. (1991). Woman as sign in television news. Journal of Communication, 41, 8-23.en_US
dc.identifier.citedreferenceRobinson, J. P., & Davis, D. K. (1986). Comprehension of a single evening's news. In J. P.Robinson & M. R. Levy (Eds.), The main source: Learning from television news (pp. 87- 106). Beverly Hills, CA: Sage.en_US
dc.identifier.citedreferenceRobinson, J. P., & Levy, M. R. (Eds.) (1986). The main source: Learning from television news. Beverly Hills, CA: Sage.en_US
dc.identifier.citedreferenceRyan, R. M., & Deci, E. L. (1996). When paradigms clash: Comments on Cameron and Pierce's claim that rewards do not undermine intrinsic motivation. Review of Educational Research, 66, 33-38.en_US
dc.identifier.citedreferenceSchiel, J., & Noble, J. (1991). Accuracy of self-reported coursework and grade information of high school sophomores (ERIC Document Reproduction Service No. 344 946). Washington, DC: U.S. Department of Education.en_US
dc.identifier.citedreferenceShaver, J. P. (1989). Lessons from the past: The future of an issues-centered social studies curriculum. Social Studies, 80, 192-196.en_US
dc.identifier.citedreferenceShymansky, J. A., Kyle, W. C., & Alport, J. M. (1983). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 20, 387-404.en_US
dc.identifier.citedreferenceTichenor, P. J., Donohue, G. A., & Olien, C. N. (1970). Mass media flow and differential growth in knowledge. Public Opinion Quarterly, 34, 159-170.en_US
dc.identifier.citedreferenceTiene, D. (1993). Channel One: Good or bad news for our schools?Educational Leadership, 50,46-51.en_US
dc.identifier.citedreferenceToch, T. (1992, November 9). Homeroom sweepstakes. U.S. News & World Report, pp. 86-89.en_US
dc.identifier.citedreferenceWeiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.en_US
dc.identifier.citedreferenceWeinstein, T., Boulanger, F D., & Walberg, H. J. (1982). Science curriculum effects in high school: A quantitative synthesis. Journal of Research in Science Teaching, 19, 511-522.en_US
dc.identifier.citedreferenceWigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.en_US
dc.identifier.citedreferenceWilson, K. M. (1985). The relationship of GRE general test item-type part scores to undergraduate grades (ERIC Document Reproduction Services No. 255 542). Washington, DC: U.S. Department of Education.en_US
dc.identifier.citedreferenceYoung, A. J., & Urdan, T. C. (1993, April). The influence of perceived classroom goals and prior beliefs on aspects of student motivation. Poster presented at the annual meeting of the American Educational Research Association, Atlanta, GA.en_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
10.1177_0743554898131005.pdf
Size:
2.303MB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe its collections in a way that respects the people and communities who create, use, and are represented in them. We encourage you to Contact Us anonymously if you encounter harmful or problematic language in catalog records or finding aids. More information about our policies and practices is available at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.