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ERIC Number: ED219669
Record Type: Non-Journal
Publication Date: 1982-Mar
Pages: 35
Abstractor: N/A
Reference Count: N/A
Toward a Linking of Motivational Theories.
Greene, Jennifer C.
Motivation is widely believed to be a critical component of the learning process in the elementary classroom, but educational research has failed to substantiate this belief. To investigate interrelationships among selected motivational variables, demographic, motivational and achievement characteristics of 400 elementary school students in Grades 4, 5, and 6 were measured. Results indicated that ability and effort were the dominant causal factors in classroom motivational processes, although incentive value was also important. Classroom motivational processes were rooted, in part, in the degree to which an individual's self-concept of ability was realistic. The findings suggest that motivation is a dynamic process in which perceived outcomes are evaluated and then incorporated into one's self-concept of ability. (JAC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Rhode Island Univ., Kingston.