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dc.contributor.advisor Gottfried, Adele E. en
dc.contributor.author Ogawa, Teresamae Tokiko en
dc.date.accessioned 2014-12-20T00:37:01Z en
dc.date.available 2014-12-20T00:37:01Z en
dc.date.issued 1988-05 en
dc.identifier.uri http://hdl.handle.net/10211.3/132586 en
dc.description Includes bibliographical references (pages 30-32) en
dc.description.abstract 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. en
dc.description.statementofresponsibility by Teresamae Tokiko Ogawa en
dc.format.extent v, 32 pages en
dc.language.iso en en
dc.publisher California State University, Northridge en
dc.rights.uri http://scholarworks.csun.edu/xmlui/handle/10211.2/286 en
dc.subject Dropout behavior, Prediction of. en
dc.subject Perception. en
dc.subject High school students en
dc.subject.other Dissertations, Academic -- CSUN -- Education -- Educational Psychology and Counseling. en
dc.title Teacher perception of student intrinsic motivation and achievement in early drop-out prevention strategies en
dc.type Thesis en
dc.contributor.department California State University, Northridge. Department of Education. en
dc.description.degree M.A. en
dc.contributor.committeemember Ringsmuth, Elizabeth C. en
dc.contributor.committeemember Brady, Elizathen H. en
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