passa ai contenuti
Anteprima di questo documento
ChiudiAnteprima di questo documento
Stiamo controllando…

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

Autore: Allison Leigh Master; Carol S Dweck; Ellen M Markman; Gregory M Walton; Stanford University. Department of Psychology.
Editore: 2011.
Tesi: Thesis (Ph. D.)--Stanford University, 2011.
Edizione/Formato:   Tesi/dissertazione : Document : Thesis/dissertation : eBook   Computer File : English
Banca dati:WorldCat
Sommario:
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'  Per saperne di più…
Voto:

(non ancora votato) 0 con commenti - Diventa il primo.

 

Trova una copia online

Collegamenti a questo documento

Trova una copia in biblioteca

&AllPage.SpinnerRetrieving; Stiamo ricercando le biblioteche che possiedono questo documento…

Dettagli

Tipo materiale: Document, Thesis/dissertation, Risorsa internet
Tipo documento: Internet Resource, Computer File
Tutti gli autori / Collaboratori: Allison Leigh Master; Carol S Dweck; Ellen M Markman; Gregory M Walton; Stanford University. Department of Psychology.
Numero OCLC: 745374760
Note: Submitted to the Department of Psychology.
Descrizione: 1 online resource.
Responsabilità: 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.

Commenti

Commenti degli utenti
Recuperando commenti GoodReads…
Stiamo recuperando commenti DOGObooks

Etichette

Diventa il primo.
Conferma questa richiesta

Potresti aver già richiesto questo documento. Seleziona OK se si vuole procedere comunque con questa richiesta.

Dati collegati


<http://www.worldcat.org/oclc/745374760>
library:oclcnum"745374760"
owl:sameAs<info:oclcnum/745374760>
rdf:typej.1:Thesis
rdf:typej.1:Web_document
rdf:typeschema:Book
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:url
schema:url<http://purl.stanford.edu/hx314zv7838>

Content-negotiable representations

Chiudi finestra

Per favore entra in WorldCat 

Non hai un account? Puoi facilmente crearne uno gratuito.