Graduation Year
2025
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Educational and Psychological Studies
Major Professor
Shannon Suldo, Ph.D.
Committee Member
Robert Dedrick, Ph.D.
Committee Member
Lindsey O'Brennan, Ph.D.
Committee Member
Elizabeth Shaunessy-Dedrick, Ph.D.
Keywords
Accelerated Curricula, Autonomy, Competence, Equity, Self-Determination
Abstract
Participation in accelerated high school curricula can provide substantive post-secondary benefits for students. However, participation continues to reflect disparate enrollment for Black and Latine students. Though organizations and legislatures have sought to improve Black and Latine student enrollment, the enrollment gap has not closed and there is little evidence of improving academic achievement for Black and Latine students beyond increased enrollment. Research shows that when students have their psychological needs of autonomy, competence, and relatedness met, as described by Self-Determination Theory, they demonstrate better academic outcomes and social-emotional development. Barriers reported by students of color reflect these psychological needs. Thus, an intervention grounded in SDT may improve equitable enrollment by improving student self-confidence and motivation for future academic achievement. This study developed and gathered preliminary data on the acceptability and feasibility of a 2-session intervention grounded in SDT that uses Motivational Interviewing (MI) therapeutic processes to evoke self-determined achievement motivation in middle school students. Protocol development included consulting seven experts in culturally responsive curricula, school-based mental health, school counseling service delivery in middle schools, and MI. The intervention was implemented with 12 high achieving Black and Latine 8th grade students. Participants reported the intervention to be highly acceptable on acceptability surveys and responses to exit interview questions. Analyses of post-session records of time and material cost support feasibility of intervention implementation, with the most significant challenge being the overall length of the first session. Participants reported in exit interviews a high sense of choice and increased critical thinking due to growth in knowledge and self-awareness of goals and values. Data from pre- and post-intervention surveys support the promise of the intervention’s potential to support students’ autonomy and motivation. Implications include the usability of MI with middle school students, middle school as a critical intervention time, and using culturally responsive interventions to empower students in academic planning.
Scholar Commons Citation
Cole, Austin Roy, "Supporting Achievement Motivation in Black and Latine Middle School Students: Development and Evaluation of the Feasibility and Acceptability of a Motivational Interviewing Intervention" (2025). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10932
