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

ผู้แต่ง: Allison Leigh Master; Carol S Dweck; Ellen M Markman; Gregory M Walton; Stanford University. Department of Psychology.
สำนักพิมพ์: 2011.
วิทยานิพนธ์: Ph. D. Stanford University 2011
ครั้งที่พิมพ์/รูปแบบ:   วิทยานิพนธ์ / ดุษฎีนิพนธ์ : เอกสาร : วิทยานิพนธ์ / ดุษฎีนิพนธ์ : หนังสืออีเล็กทรอนิกส์   ไฟล์คอมพิวเตอร์ : ภาษาอังกฤษ
ฐานข้อมูล:WorldCat
สรุป:
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'  อ่านมากขึ้น…
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ขนิดวัสดุ: เอกสาร, วิทยานิพนธ์ / ดุษฎีนิพนธ์, ทรัพยากรอินแทอร์เน็ต
ประเภทเอกสาร แหล่งข้อมูลอินเทอร์เน็ต, ไฟล์คอมพิวเตอร์
ผู้แต่งทั้งหมด : ผู้แต่งร่วม Allison Leigh Master; Carol S Dweck; Ellen M Markman; Gregory M Walton; Stanford University. Department of Psychology.
OCLC Number: 745374760
หมายเหตุ Submitted to the Department of Psychology.
คำอธิบาย: 1 online resource
ความรับผิดชอบ: Allison Master.

บทคัดย่อ:

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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