Motivating Kids
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[edit] Definitions and Overview
[edit] Related GoodWiki Pages
[edit] Often-Cited or New Studies with Accompanying Summaries
Boggiano, A. K. & Barrett, M. (1992). Gender differences in depression in children as a function of motivational orientation. Behavioral Science, 26 (1,2).
Abstract: "Based on previous theoretical and empirical analyses, the present study examined two hypotheses. First, we hypothesized that children who have an extrinsic motivational orientation, i.e., children who perform schoolwork for approval or fear of evaluation, would be more depressed than intrinsics, who are generally more interested in learning and exhibit the desire to obtain mastery over challenge. Second, based on data showing that girls are more likely to be extrinsic than boys, we hypothesized that girls would also be more depressed than their male counterparts. The data proved strong support for the hypotheses. In our discussion, we highlight the need for further research to examine the causal relation among motivational orientation, gender, and depression to develop social-developmental theories and clinical interventions for depressed, extrinsic girls and boys."
Gottfried, A. E. & Gottfried, A. W. (1996). A Longitudinal Study of Academic Intrinsic Motivation in Intellectually Gifted Children: Childhood Through Early Adolescence. Gifted Child Quarterly, 40(4), 179-183.
Abstract: "Academic intrinsic motivation of intellectually gifted children and a comparison group was examined in the Fullerton Longitudinal Study. Children at ages 9 through 13 years were administered the Children's Academic Intrinsic Motivation Inventory which assesses intrinsic motivation for school learning in reading, math, social studies, science, and for school in general. Analyses showed that across the ages, relative to a peer comparison, gifted children had significantly higher academic intrinsic motivation across all subject areas and school in general. It is suggested that: Children who become intellectually gifted enjoy the process of learning to a greater extent; intrinsic motivation is important for potentiation of giftedness; Assessment of academic intrinsic motivation be included in selection of children for gifted programs."
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525-538.
Abstract: "Two studies, 1 longitudinal and 1 cross-sectional, demonstrate that for young elementary school children, academic intrinsic motivation is a reliable, valid, and significant construct. It was positively related to achievement, IQ, and perception of competence, and inversely related to anxiety. Academic intrinsic motivation at age 9 was significantly predicted by motivation measured 1 and 2 years earlier, above and beyond the contribution of IQ and achievement. Children with higher academic intrinsic motivation at ages 7 and 8 were more likely to show higher motivation at age 9. Whereas young children could reliably distinguish between subject areas of academic intrinsic motivation, only math motivation showed consistently specific relations to other math criteria. Findings are discussed with regard to developmental theories of intrinsic motivation and the significance of academic intrinsic motivation for children's education."
Carlton, M. P. & Winsler, A. (1998). Fostering Intrinsic Motivation in Early Childhood Classrooms. Early Childhood Education Journal, 25(3), 159-166.
Abstract: "Young children are born with an innate curiosity to learn about their world. This intrinsically instigated learning is often called mastery motivation. Patterns of motivation are established at an early age. The early childhood years are crucial for establishing robust intrinsic motivational orientations which will last a lifetime. By the time many children reach school, much of their motivation has been lost or replaced with extrinsically motivated learning strategies. Preschools and elementary schools have been criticized for contributing to such negative motivational patterns in children. This can be changed. Early child care situations and preschools can instead be instrumental in the strengthening of childrens motivation. The goal of this paper is to show that through an understanding of the beginnings of motivation, we can begin to find ways to build strong motivational patterns in children that can carry on to later years of learning."
Joussemet, M., Koestner, R., Lekes, N., Houlfort, N. (2004). Introducing Uninteresting Tasks to Children: A Comparison of the Effects of Rewards and Autonomy Support. Journal of Personality, 72(1), 139-66.
Abstract: "Two experiments compared rewards and autonomy support as methods to promote children's self-regulation for an uninteresting vigilance task. Dependent measures were ratings of positive affect, perception of the task's value, and free-choice engagement. ANOVA results revealed some positive effects associated with autonomy support, whereas no effect for rewards was found in either study. The outcomes of most interest were correlations between free-choice behavior and self-reported measures of affect and value, reflecting the level of integration in self-regulation. As predicted by self-determination theory (Deci & Ryan, 1985, 1991, 2000), rewards were associated with behaviors incongruent from affect and value, whereas autonomy support led to integrated self-regulation. This finding was first detected in Study 1 and later replicated in Study 2. Together, these results point to autonomy support as a beneficial alternative to the common use of rewards."
Watts, R. H., Jr., Cashwell, C. S., Schweiger, W. K. (2004). Fostering Intrinsic Motivation in Children: A Humanistic Counseling Process. Journal of Humanistic Counseling, Education and Development, 43(1), 16.
Abstract: "Humanistic counselors working with children seek to help them grow and develop the motivation needed to make decisions and changes in their lives. Intrinsic motivation, an important component of humanistic counseling, is defined and explicated, research is reviewed, and suggestions are made for counselors who seek to foster intrinsic motivation in children."
[edit] Related Sites and Writings
[edit] References
- Boggiano, A. K. & Barrett, M. (1992). Gender differences in depression in children as a function of motivational orientation. Behavioral Science, 26(1,2), 11-17.
- Carlton, M. P. & Winsler, A. (1998). Fostering Intrinsic Motivation in Early Childhood Classrooms. Early Childhood Education Journal, 25(3), 159-166.
- Gottfried, A. E. & Gottfried, A. W. (1996). A Longitudinal Study of Academic Intrinsic Motivation in Intellectually Gifted Children: Childhood Through Early Adolescence. Gifted Child Quarterly, 40:4, 179-183.
- Gottfried, A. E.(1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525-538.
- Joussemet, M., Koestner, R., Lekes, N., Houlfort, N. (2004). Introducing Uninteresting Tasks to Children: A Comparison of the Effects of Rewards and Autonomy Support. Journal of Personality, 72(1), 139-66.
- Watts, R. H., Jr., Cashwell, C. S., Schweiger, W. K. (2004). Fostering Intrinsic Motivation in Children: A Humanistic Counseling Process. Journal of Humanistic Counseling, Education and Development, 43(1), 16.
