Children's Concepts of Motivation Across the Elementary School Years

• In Event: Poster Session 13
  In Poster Session: Motivation in Education SIG Poster Session 2

Abstract

The elementary school years are critical for the development of adaptive motivational strategies and self-regulated learning. The present study examined children’s concepts of motivation and use of strategies to regulate motivation (metamotivation). Children in grades 1-6 (N = 133) participated in individual interviews and tasks, and their teachers reported their engagement in school learning. Findings indicate that children across grades are aware of some motivational qualities and strategies for pursuing challenging tasks. Older children’s views of the stability of motivation over time, and use of relevance enhancement strategies, were related to their engagement in the classroom. Findings suggest that discussing adaptive motivational strategies with elementary school-age children is worthwhile.

Author

• Denise H. Daniels, California Polytechnic State University, San Luis Obispo