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Abstract In these days of national and state standards, accountability and high-stakes testing, one middle school in South Texas attempted an alternative mathematics program aimed at improving students' attitudes towards [...]

Byline: Arlene M. Hall (1), Sydney S. Zentall (2) Keywords: homework; ADHD; middle school Abstract: We studied the effects of a Learning Station on the completion and accuracy of math homework of middle school students who had chronic homework problems. The Learning Station was a three sided free-standing panel with theoretically and empirically-based components involving (a) stimulation (color, music, activity breaks, and choice) and (b) self-attention (mirror and self-monitoring). Two students who used the Station tripled their accuracy and the amount of homework completed as assessed in a multiple baseline across participants design. One student with high academic abilities elected not to use the intervention, because he worked quickly (albeit carelessly) at school to complete his homework during baseline and during intervention. The practical and research implications of the findings are discussed. Author Affiliation: (1) Department of Adolescent, Career, and Special Education, Murray State University, Murray, Kentucky (2) Department of Educational Studies, Purdue University, West Lafayette, Indiana Article History: Registration Date: 06/10/2004

The main motivation of learning activity and the interconnection of such motivation with the character and personality of adolescents were investigated in accordance with the Multidimensional Assessment of Motivation of Learning Activity (MAMLA).