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ERIC Number: EJ1047618
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0267-1522
Motivation of Young Students: A Cross-Cultural Evaluation of a Model for Motivational Orientations
van der Aalsvoort, Geerdina Maria; Lepola, Janne; Overtoom, Lisette; Laitinen, Satu
Research Papers in Education, v30 n1 p114-131 2015
It is a challenge for an early education teacher to enhance the development of self-regulation of young children to become and stay motivated for tasks that elicit school-related skills that do not immediately make sense for them. Being aware of motivational orientations in young students is therefore a must. In the study, a cross-cultural evaluation was undertaken of a model for these orientations which were task orientation, task avoidance and social dependence. The study validated a Finnish questionnaire on motivation among Dutch students and addressed the underlying structure of the questionnaire. The Dutch sample included 266 students from kindergarten with an average age of 63?months, and the Finnish sample had 139 students from 16?day care centres with an average age of 62?months. The factor analysis showed that the model for three motivational orientations can be accepted for the Dutch population without restrictions. The findings also suggest age-relatedness with regard to task orientation, which was the highest among the six-year olds, and task avoidance and social dependence that were highest with the four-year olds of the Dutch sample. The results revealed that five-year olds were rated alike in Finland and the Netherlands for task orientation and task avoidance. Moreover, in both countries, girls received significantly higher scores than boys on task orientation, whereas boys were rated to show significantly more often task avoidance than girls in crafts and play-like tasks in preschool settings. The findings strengthen the validity of the questionnaire in two European countries that differ with regard to their early childhood education system. It is concluded that motivational tendencies are developing well before the start of Grade 1, and can be observed by preschool teachers. Suggestions for school practice are included.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland; Netherlands