ERIC Number: EJ812610
Record Type: Journal
Publication Date: 2007-Jan
Abstractor: As Provided
Reference Count: 0
Motivation across Domains: Do Goals and Attributions Change with Subject Matter for Grades 4 and 5 Students?
Vogler, Jane S.; Bakken, Linda
Learning Environments Research, v10 n1 p17-33 Jan 2007
This study explored a theory for motivation which included aspects of both attribution theory and goal theory. Motivational variables included beliefs about intelligence (entity or incremental), goal orientation (mastery/learning, performance-approach, performance-avoidance) and avoidant behaviours. Grades 4 and 5 students from a large, metropolitan school district were surveyed regarding these motivational variables across the academic domains of reading and mathematics. The relationships among these motivational variables were explored, as well as differences across domains. A diverse sample allowed differences across ethnic groups and socioeconomic status to be studied. Results indicate that children could have a generalised notion of motivation that becomes differentiated when students are asked to reflect on these variables within specified domains. The existence of few differences across ethnic and socioeconomic groups suggest that instructional style could be a more powerful influence than either of these variables.
Descriptors: Attribution Theory, Ethnic Groups, Goal Orientation, Student Motivation, Grade 4, Intellectual Disciplines, Student Attitudes, Mathematics Instruction, Correlation, Grade 5, Socioeconomic Status, Teaching Styles, Urban Schools, Reading Instruction, Elementary School Students, Self Efficacy, Learning Theories
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Grade 5
Authoring Institution: N/A