Teacher perception of student intrinsic motivation and achievement in early drop-out prevention strategies

The number of students who fail to complete their High School education is steadily on the rise; this poses a concern for educators and school administrators. Recent studies indicate that a variety of drop-out strategies have been developed to minimize this impact on our educational system. Throughout most early intervention strategies, the use of teacher perception as an initial indicator of a students' potential high-risk attributes has been employed. This study found that the use of the Children's Academic Intrinsic Motivation Inventory (CAIMI), in conjunction with teachers' perceptions, can serve as an initial screening device which may aid in the identification and determination of areas of high and low intrinsic motivation, academic achievement, and perception of competence.