Children’s Explanations of Math and Reading Competence

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Qualitative and Mixed-Methods Approaches to Motivation Research (Table 31)

Abstract

Using open-ended questions and individual interviews, we qualitatively examined kindergarteners’ beliefs about math and reading competence. These beliefs included how they evaluate their own competence, how children become competent in the domains, and whether being competent in them matters. We also investigated whether the beliefs differed by content area. We found domain differences in the criteria children used to judge their competence, and in their beliefs about how children become good at math, compared to reading. There were no significant differences in beliefs about whether being good at math or reading is important; about two-thirds of children considered it is important and we present their reasoning. We conclude by outlining the conceptual and methodological significance of our study.

Authors

• Tao Li, Purdue University

• Helen Patrick, Purdue University

• Panayota Youli Mantzicopoulos, Purdue University