CHILDREN'S MOTIVATION IN DIFFERENT EDUCATIONAL CONTEXTS

不同教育背景下儿童的动机

• 批准号: 3386228
• 负责人: DEBORAH J STIPEK
• 金额: $ 8.15万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-09-01 至 1994-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3386228
• 关键词: academic achievement; anxiety; attention; child psychology; education evaluation /planning; educational psychology; emotional adjustment; emotional dependency; high risk behavior /lifestyle; longitudinal human study; middle childhood (6-11); motivation; parent offspring interaction; performance; preschool child (1-5); questionnaires; self concept; social adjustment; social cooperation; socioeconomics; stress; videotape /videodisc

The proposed research is designed to assess the immediate and long-term (two years) effects of three different instructional approaches on preschool and kindergarten-age children's academic achievement and their social-emotional and motivational development--including their perceptions of their abilities, dependency and need for approval, emotional reactions in achievement contexts, intrinsic interest in academic tasks, and preference for challenge. The study will assess the independent and interactive effects of instructional practices in the school, and parents' beliefs and learning-related activities with their children at home. Altogether, 288 children will participate--half from poor, minority families and half from ethnically diverse middle-class families. Three types of data will be collected. (1) Children will be assessed in both an experimental and a semi-naturalistic context; (2) parents will complete a questionnaire; and (3) parents will be observed in their homes engaged in a teaching task with their children. All assessments will be repeated a year later for half of the sample. The proposed study will provide longitudinal data on theoretically derived relationships between instructional approaches and child outcomes and between social-motivational variables and achievement. It also has practical significance. It will provide systematic evidence on the effect of instructional practices on children's social-motivational development that can be used to inform early childhood education program decisions and those who advise parents about appropriate learning-related interactions with their children. These social-motivational effects have important implications for how well children learn and for their emotional well being.

拟议的研究旨在评估即时和长期的 （两年）三种不同的教学方法对 学龄前儿童和幼儿园儿童的学术成就及其 社会情感和动机发展 - 包括他们的看法 他们的能力，依赖和批准的需求，情感反应 在成就背景下，对学术任务的内在兴趣和 偏爱挑战。 该研究将评估独立和 教学实践在学校和父母的互动效果 与孩子在家中的信念和与学习有关的活动。 总共有288名儿童将参加 - 一半来自贫困，少数民族 家庭和一半来自种族多元化的中产阶级家庭。 三 将收集数据类型。 （1）将在两个人中评估儿童 实验性和半自然主义背景； （2）父母将完成 问卷； （3）将在参与的家中观察父母 与孩子的教学任务。 所有评估将重复 一年后的一半样本。 拟议的研究将提供 关于理论得出的关系的纵向数据 教学方法和儿童成果以及社会动机之间 变量和成就。 它也具有实际意义。 会 提供有关教学实践影响的系统证据 儿童的社会动机发展，可用于提早通知 儿童教育计划的决策以及向父母提供建议的人 与孩子的适当与学习相关的互动。 这些 社会动机效应对如何效果具有重要意义 孩子们学习并为自己的情感健康而学习。