Published studies have shown that students experience a lack of motivation in traditional middle schools. During the pivotal transition from elementary to secondary school, students begin to doubt the value of their academic work and their ability to succeed.
In a 2003 study titled A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of Experience, and Social Context, Kevin Rathunde, PhD (Associate Professor at the University of Utah) describes the “poor fit” between the developmental stage of an adolescent and the traditional school environment. Dr. Rathunde further states,
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Young adolescents are developing a greater capacity for deductive thought and the ability to “see below the surface of things.” These same cognitive skills, however, also increase the capacity for self-evaluation, self-consciousness, and a potential loss of self-esteem. Young adolescents also want to exercise more choice and autonomy in the process of self-definition, and they increasingly look to peer relationships for feedback. Middle schools, however, often provide a context that does not fit well with these emerging characteristics. Despite the students' capacity for more independent thought, the typical school environment is more rigid and provides fewer opportunities for freedom of choice. |
Through his research, Dr. Rathunde has found that “students in the Montessori middle schools reported more positive motivation and experience than a matched sample of students from traditional middle schools. A number of other findings confirmed that the Montessori schools created a more positive community for early adolescent education.” Intrinsic motivation rather than scores on a state exam are what drive Montessori students to succeed.
