MEANINGFUL ENGAGEMENT IN EDUCATIONAL ACTIVITY AND PURPOSES FOR LEARNING A DISSERTATION SUBMITTED TO THE SCHOOL OF EDUCATION AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Matthew C Andrews June, 2011 © 2011 by Matthew Charles Andrews All Rights Reserved Re-distributed by Stanford University under license with the author This work is licensed under a Creative Commons AttributionNoncommercial 3.0 United States License http://creativecommons.org/licenses/by-nc/3.0/us/ This dissertation is online at: http://purl.stanford.edu/qp476bx9339 ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy William Damon, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy Anthony Antonio I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy John Krumboltz I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy David Labaree Approved for the Stanford University Committee on Graduate Studies Patricia J Gumport, Vice Provost Graduate Education This signature page was generated electronically upon submission of this dissertation in electronic format An original signed hard copy of the signature page is on file in University Archives iii !© Copyright by Matthew C Andrews 2011 All Rights Reserved ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy _ (William Damon) Principal Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy _ (Anthony Lising Antonio) I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy _ (John D Krumboltz) I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy _ (David F Labaree) Approved for the Stanford University Committee on Graduate Studies _ iii ABSTRACT The American political culture that encourages competition on standardized tests, epitomized by the policy of Race to the Top, oversimplifies students’ motivation for learning This dissertation argues that educational research on student learning and activity engagement should consider motives beyond the pursuit of good grades in the classroom, prestigious college credentials, and going to school because it is what students are supposed to In particular, the studies highlight the moral inspirations and cultural habits behind students’ engagement in life activities, and how inspiration and habits help to direct learning in life A case study of an ordinary high school senior articulates a common motive to enroll in college to achieve success in life Comparative case studies contrast emotional experiences with social responsibilities in order to articulate purposes for learning beyond standardized achievement Findings suggest that volunteer community service, engagements with family, involvement in religious activities, and working for pay could provide inspiration for students to engage in learning in life iv ACKNOWLEDGMENTS This dissertation reflects years of my time dedicated the study of youth purpose These studies would not have been possible if not for the generous support of Bill Damon and the Stanford Center on Adolescence, thank you for helping me ask Why? Thank you Anthony Antonio for showing me the value of studying what inspires students to engage in college learning Thank you John Krumboltz and David Labaree for helping me laugh about the purposes of education, and teaching me that learning happens everyday in life I appreciate the help of Andrea Lunsford in the final stages of this dissertation I am honored that each of you taught me the academic traditions at Stanford I benefitted tremendously from my interactions with fellow students, scholars, professors, educators, and other professionals, I am forever grateful these experiences I would like to thank a few individuals who contributed at critical points during this process Matt Bundick and Tim Reilly assisted with analyses and provided feedback throughout the process Deborah Stipek, Mitchell Stevens, David Yeager, and Parissa Jahromi provided vital feedback on early drafts of this dissertation John Perry and Michael Bratman encouraged me to think further about motivation, identity, and life in general Denis Phillips provided insightful comments on the methods of study I could not have finished this dissertation without support from my parents and family, as well as friends in Escondido Village, Graduate School Council, Pre-School Family, Bing Nursery School, and Waldorf of the Peninsula Both my father and grandfather passed away during the project, and with time I learned how significant these relationships were in my life I am grateful for the enduring support of my wife and partner in life, Carrie Andrews; she is my muse if such a thing exists for a dissertation v "#$%&!'(!)'*"&*"+ ! "012/!,-./! )34560.71!! +0.8-196/!,-./! #:;16-