ERIC Number: ED452134
Record Type: Non-Journal
Publication Date: 2001-Apr-10
Reference Count: N/A
Children's Motivational Beliefs about Art: Exploring Age Differences and Relation to Drawing Behavior.
Potter, Ellen F.; Edens, Kellah M.
The importance of maintaining students' interest in art is underscored by the decline in both self-confidence and interest in art that children commonly begin to display during middle childhood. This study explored developmental differences in art motivation, investigating whether the expected decline could be explained by changes in beliefs regarding art similar to changes in beliefs observed in many academic areas. The study also examined whether motivational beliefs are associated with the quality of work children produce and with the behaviors they display in art classrooms, as in other areas. The study's primary theoretical perspective is goal orientation theory, which distinguishes between "performance" or ego goals and "mastery" or task goals. A second and related theoretical perspective is used, Dweck's (1999) entity/incremental theory, which asserts that some individuals believe their abilities in an area are fixed, traitlike entities that cannot improve, while others believe their skills can improve with effort, practice, and instruction. Subjects, 48 kindergarten through fifth grade students from the southeastern United States, participated during their regularly scheduled art class, completing a self-report inventory constructed for the study. The study examines relationships among the students' reports of their (1) performance and mastery goals; (2) view that their art ability can improve; (3) reported use of good art strategies; (4) belief that they are good at art; and (5) belief that art is enjoyable and important. It also examines the relationships between these beliefs and rated quality of art work and behavior during art class. (Contains 3 tables and 17 references.) (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A