omitir hasta el contenido
Ver este material de antemano
CerrarVer este material de antemano
Chequeando…

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

Autor: Allison Leigh Master; Carol S Dweck; Ellen M Markman; Gregory M Walton; Stanford University. Department of Psychology.
Editorial: 2011.
Disertación: Thesis (Ph. D.)--Stanford University, 2011.
Edición/Formato:   Tesis/disertación : Documento : Tesis de maestría/doctorado : Libro-e   Archivo de computadora : Inglés (eng)
Base de datos:WorldCat
Resumen:
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'  Leer más
Calificación:

(todavía no calificado) 0 con reseñas - Ser el primero.

 

Encontrar un ejemplar en línea

Enlaces a este material

Encontrar un ejemplar en la biblioteca

&AllPage.SpinnerRetrieving; Encontrando bibliotecas que tienen este material…

Detalles

Tipo de material: Documento, Tesis de maestría/doctorado, Recurso en Internet
Tipo de documento: Recurso en Internet, Archivo de computadora
Todos autores / colaboradores: Allison Leigh Master; Carol S Dweck; Ellen M Markman; Gregory M Walton; Stanford University. Department of Psychology.
Número OCLC: 745374760
Notas: Submitted to the Department of Psychology.
Descripción: 1 online resource.
Responsabilidad: Allison Master.

Resumen:

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.

Reseñas

Reseñas contribuidas por usuarios
Recuperando reseñas de GoodReads…
Recuperando reseñas de DOGObooks…

Etiquetas

Ser el primero.
Confirmar este pedido

Ya ha pedido este material. Escoja OK si desea procesar el pedido de todos modos.

Datos enlazados


<http://www.worldcat.org/oclc/745374760>
bgn:inSupportOf"Thesis (Ph. D.)--Stanford University, 2011."
library:oclcnum"745374760"
rdf:typeschema:MediaObject
rdf:typej.0:Web_document
rdf:typeschema:Book
rdf:typebgn:Thesis
rdf:valueUnknown value: dct
rdf:valueUnknown value: deg
schema:contributor
<http://viaf.org/viaf/263419986>
rdf:typeschema:Organization
schema:name"Stanford University. Department of Psychology."
schema:contributor
schema:contributor
schema:contributor
schema:creator
schema:datePublished"2011"
schema:description"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."@en
schema:exampleOfWork<http://worldcat.org/entity/work/id/974077372>
schema:inLanguage"en"
schema:name""I want to try and try" increasing achievement motivation in young children"@en
schema:publication
schema:url<http://purl.stanford.edu/hx314zv7838>
wdrs:describedby

Content-negotiable representations

Cerrar ventana

Inicie una sesión con WorldCat 

¿No tienes una cuenta? Puede fácilmente crear una cuenta gratuita.