ERIC Number: ED126078
Record Type: RIE
Publication Date: 1975-Dec
Reference Count: 0
Effectiveness of Individually Guided Motivation: A Summary of the Empirical Evidence.
Ghatala, Elizabeth Schwenn, Ed.
Individually Guided Motivation (IGM) is designed to attain certain motivational objectives set by the school by accommodating instruction to individual differences in skill and motivational level and rate and style of learning. The development of IGM was undertaken to meet these specific educational needs: (1) to assure a high level of motivation to learn on the part of each individual child; and (2) to promote the acquisition by each child of such prosocial behaviors as self-control and self-reliance. As described in Chapter I, operationally IGM consists of four motivational instructional procedures that are organized ways of working with a child or group of children to attain motivational objectives. The motivational-instructional procedures are: (1) adult-child conferences to encourage independent reading; (2) teacher-child conferences for goal setting; (3) guiding children toward self-directed prosocial behavior; and (4) guiding older children in tutoring younger children. Each of these procedures was the focus of a controlled experiment in which its effectiveness was tested under various conditions. The results of these experiments, reported in Chapters III through VI, indicate that each of the procedures has positive effects upon one or more indicators: measures of motivation; measures of achievement; and measures of attitudes toward the subject matter. Also, each experiment provides information concerning the conditions for optimal success of a given procedure. The results of these experiments with respect to the effectiveness of the IGM procedures with children are favorable. Based on the results, multimedia materials have been developed to help school staff implement the procedures. (MM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.