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Gardendale Public SchoolsStudents' (21 girls, 21 boys) self-reports of involvement in mathematics were related to instructional strategies observed in their upper-elementary classrooms. Students in high involvement classrooms reported challenges and skills as above average and matched, whereas students in low involvement classrooms reported skills as exceeding challenges. Students in high involvement classrooms also reported significantly more positive affect. Discourse analyses of instruction in high involvement classrooms revealed that teachers scaffolded instruction (i.e., negotiated understanding, transferred responsibility, and fostered intrinsic motivation). Instruction in low involvement classrooms was characterized by Initiation-Response-Evaluation sequences, emphasis on procedures, and extrinsic motivation strategies. Results imply that involvement can be socially constructed through whole class instruction and that researchers should give more attention to measuring and understanding situated motivation.

Traditional instructional environments for at‐risk (i.e., unmotivated) students are teacher controlled and provide low‐level, routine tasks. This, however, contradicts current theory and research regarding environments that enhance motivation to learn. To effectively assist motivationally disadvantaged students, instructional environments must support autonomy and challenge. Six “at‐risk” students in an alternative education program completed motivation surveys after engaging in various learning activities. Overall, the participants completed 54 surveys. Using multiple regression, involvement, boredom, confusion, competence, and desire to be doing something else were regressed on perceived challenge and perceived control. The results indicated that control and challenge were significant predictors of the motivation variables. The findings are discussed in terms of awakening to the powerful influence of instructional tasks on student motivation and desire to engage in learning activities. Limitations of the present study provide insights into future endeavors. © 1999 John Wiley & Sons, Inc.

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