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"I want to try and try" : increasing achievement motivation in young children

Verfasser/in: Allison Leigh Master; Carol S Dweck; Ellen M Markman; Gregory M Walton; Stanford University. Department of Psychology.
Verlag: 2011.
Dissertation: Thesis (Ph. D.)--Stanford University, 2011.
Ausgabe/Format   Diplomarbeit/Dissertation : Dokument : Diplomarbeit/Dissertation : E-Book   Computer-Datei : Englisch
Datenbank:WorldCat
Zusammenfassung:
Motivation to learn plays a critical role in students' academic success. This dissertation reports five experiments (N = 250) that increase children's motivation (specifically, challenge seeking and persistence) through storybooks. The first two studies examined how manipulating the similarity between the main character of a story and the participating child affected preschoolers' (Study 1) and kindergarteners'  Weiterlesen…
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Medientyp: Dokument, Diplomarbeit/Dissertation, Internetquelle
Dokumenttyp: Internet-Ressource, Computer-Datei
Alle Autoren: Allison Leigh Master; Carol S Dweck; Ellen M Markman; Gregory M Walton; Stanford University. Department of Psychology.
OCLC-Nummer: 745374760
Anmerkungen: Submitted to the Department of Psychology.
Beschreibung: 1 online resource.
Verfasserangabe: Allison Master.

Abstract:

Motivation to learn plays a critical role in students' academic success. This dissertation reports five experiments (N = 250) that increase children's motivation (specifically, challenge seeking and persistence) through storybooks. The first two studies examined how manipulating the similarity between the main character of a story and the participating child affected preschoolers' (Study 1) and kindergarteners' (Study 2) motivation as assessed by the choice of and persistence on challenging puzzles. Study 2 also compared effects for struggling versus non-struggling students. Study 3 examined whether persuasion would increase challenge seeking, when children convince someone else of the value of taking on challenges and persisting. Study 4 examined effects over time, and found that children showed a robust boost in challenge seeking two weeks later, especially those who were reminded of the original book. Study 5 examined whether the effects could be due to a particular aspect of the books, process praise, which sends a message that effort and persistence are effective and valued. Increasing children's motivation at a young age may set the stage for future academic achievement, creating a cycle of positive motivation and academic success.

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