CHILDREN'S MOTIVATION IN DIFFERENT EDUCATIONAL CONTEXTS

拟议的研究旨在评估当前和长期的 (两年)三种不同教学方法的效果 学龄前和幼儿园儿童的学业成就及其影响因素的研究 社会-情绪和动机发展--包括他们的认知 关于他们的能力，对认可的依赖和需求，情绪反应 在成就背景下，对学术任务的内在兴趣，以及 对挑战的偏好。这项研究将评估独立和 学校教学实践与家长的互动效应 在家中与孩子分享信仰和与学习相关的活动。 总共将有288名儿童参加，其中一半来自贫困的少数族裔 其中一半来自不同种族的中产阶级家庭。三 将收集各种类型的数据。(1)儿童将在两个项目中接受评估 实验和半自然主义背景；(2)父母将完成一份 问卷调查；以及(3)父母在家中会被观察从事 与他们的孩子一起完成教学任务。所有的评估都将作为 一年后，一半的样本。拟议的研究将提供 关于从理论上得出的关系的纵向数据 教学方法与儿童结果以及社会动机之间的关系 变量和成就。这也具有现实意义。会的 提供系统的证据，说明教学实践对 儿童的社会动机发展可以被用来早期告知 儿童教育计划的决定和那些向父母提供建议的人 与孩子进行适当的与学习相关的互动。这些 社会激励效应对多好 孩子们为了他们的情感健康而学习。

The proposed research is designed to assess the immediate and long-term (two years) effects of three different instructional approaches on preschool and kindergarten-age children's academic achievement and their social-emotional and motivational development--including their perceptions of their abilities, dependency and need for approval, emotional reactions in achievement contexts, intrinsic interest in academic tasks, and preference for challenge. The study will assess the independent and interactive effects of instructional practices in the school, and parents' beliefs and learning-related activities with their children at home. Altogether, 288 children will participate--half from poor, minority families and half from ethnically diverse middle-class families. Three types of data will be collected. (1) Children will be assessed in both an experimental and a semi-naturalistic context; (2) parents will complete a questionnaire; and (3) parents will be observed in their homes engaged in a teaching task with their children. All assessments will be repeated a year later for half of the sample. The proposed study will provide longitudinal data on theoretically derived relationships between instructional approaches and child outcomes and between social-motivational variables and achievement. It also has practical significance. It will provide systematic evidence on the effect of instructional practices on children's social-motivational development that can be used to inform early childhood education program decisions and those who advise parents about appropriate learning-related interactions with their children. These social-motivational effects have important implications for how well children learn and for their emotional well being.