What Do We Know About the Relation Between Poverty and Achievement Motivation in Early Childhood?

• In Event: Poster Session 9
  In Poster Session: Motivation, Engagement, and Identity

Abstract

Research examining achievement motivation in early childhood suggests that socioeconomic status plays a critical role in its development. Further, while the effects of high-quality early educational experiences on the short- and long-term success of economically disadvantaged students are well-documented, little is known about how and why these effects occur. As such, a thorough understanding of children’s achievement motivation is essential for furthering research, policy, and pedagogical practice. This literature review provides an overview of research exploring the relation between poverty and motivation in early childhood. Research is positioned within the context of Expectancy-Value Theory (EVT) using a widely cited EVT framework focused on achievement motivation, and implications for research and practice are discussed.

Author

• Naima Khandaker, The Ohio State University