ERIC Number: ED054845
Record Type: RIE
Publication Date: 1968-Jun
Reference Count: 0
Social Approval and Achievement Striving in the Kindergarten.
Two hypotheses were tested in this study designed to investigate relationships between teachers' approval of achievement efforts and achievement striving behavior in male kindergarteners. It was hypothesized that (1) Kindergarteners who possess feelings of internal reinforcement control would change positively in achievement striving in relation to the ratio of teacher's approval over disapproval for achievement behavior and (2) There would be no consistent relationships between independent and dependent variables for children who have not yet developed an adequate feeling of internal reinforcement control. Forty-five boys selected from four kindergarten classes and two teachers were observed over a 4-week period in the classroom. The data collected on independent and dependent variables supported the first hypothesis. The second hypothesis was partly supported: (a) achievement striving decreased as teachers' approval of achievement efforts increased for all of the children who were low on internal reinforcement control, (b) children low on internal reinforcement control did not show less achievement striving than those judged high, and (c) children rated high on dependency did show less achievement striving. This study suggests that kindergarten teachers may be able to assist pupils in the development of achievement striving by providing opportunities for successful and important achievement efforts and accompanying these with social approval. (WY)
Publication Type: N/A
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Bethesda, MD.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.