Abstract
Purpose. The purpose of this study was to determine at-risk high school students' perspectives of how they perceived their academic success in terms of the variables discussed in the self-determination theory (SDT). Methodology. The participants in this case study were former at-risk students who were enrolled in at least 1 English intervention course during high school. Participants also had to have completed at least one year of college-level coursework at a community college. Participants responded to 28 semistructured interview questions assessing the issues of motivation based on the factors in the self-determination theory. Findings. Examination of qualitative data from the 13 participants indicated that lack of parental support, bullying, social distractions, and negative home environments caused amotivation among at-risk high schools students. Findings also suggested that punishments were more successful at motivating students than rewards and positive, influential people, especially parents, increased motivation toward school. The findings also indicated that at-risk students would benefit from exposure to educational options, academic autonomy, and basic literacy skills. Students also need to see the relevance in their coursework and how it connects to their future goals or core values. Once students reach the community college level, they are more intrinsically motivated to build knowledge and expand their education; however, they still benefit from positive role models and encouragement. Conclusions. The study data support the conclusion that at-risk students struggle in school for various reasons; however, many of them do not have parental support, a positive environment that promotes academics, or the skills necessary to succeed. High schools should provide not only academic support for these students, but also emotional, behavioral, and social support. Recommendations. Based on the completed study, the following recommendations are suggested for future research: replicate this study with a larger population, conduct a case study on at-risk students who did not continue their education, examine effects of parental support among at-risk students, and compare different English intervention programs and analyze their success.