Teachers' Reports of Classroom Practices That Increase Motivation in Preschoolers

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-8 - Teacher Practices and Student Learning and Motivation

Abstract

Motivation to learn plays an essential role in students’ academic achievement, yet little research has focused on motivation in preschool-aged children. Children show individual differences in achievement goals by age four, and teaching practices in preschool affect children’s motivation. Motivation predicts growth in children’s literacy and math skills during the preschool year. Thus, practices teachers use influence young children’s motivation, and that motivation in turn affects learning. Prior research on teacher practices fostering motivation has focused on behaviors and dispositions defined by researchers. No studies have examined the practices that preschool teachers themselves nominate as important for children’s motivation. This study presents teaching practices that teachers say best foster motivation in preschoolers, providing a foundation for future intervention attempts.

Author

• Amanda L. Berhenke, Albertus Magnus College