コンテンツへ移動
資料のプレビュー
閉じる資料のプレビュー
確認中…

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

著者: Allison Leigh Master; Carol S Dweck; Ellen M Markman; Gregory M Walton; Stanford University. Department of Psychology.
出版: 2011.
論文: Thesis (Ph. D.)--Stanford University, 2011.
エディション/フォーマット:   学位論文/卒業論文 : Document : Thesis/dissertation : 電子書籍   コンピューターファイル : English
データベース:WorldCat
概要:
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'  続きを読む
評価:

(まだ評価がありません) 0 件のレビュー - 是非あなたから!

 

オンラインで入手

この資料へのリンク

オフラインで入手

&AllPage.SpinnerRetrieving; この資料の所蔵館を検索中…

詳細

資料の種類: Document, Thesis/dissertation, インターネット資料
ドキュメントの種類: インターネットリソース, コンピューターファイル
すべての著者/寄与者: Allison Leigh Master; Carol S Dweck; Ellen M Markman; Gregory M Walton; Stanford University. Department of Psychology.
OCLC No.: 745374760
注記: Submitted to the Department of Psychology.
物理形態: 1 online resource.
責任者: Allison Master.

概要:

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.

レビュー

ユーザーレビュー
GoodReadsのレビューを取得中…
DOGObooksのレビューを取得中…

タグ

まずはあなたから!
リクエストの確認

あなたは既にこの資料をリクエストしている可能性があります。このリクエストを続行してよろしければ、OK を選択してください。

リンクデータ


<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

ウインドウを閉じる

WorldCatにログインしてください 

アカウントをお持ちではないですか?簡単に 無料アカウントを作成することができます。.