Motivation across domains: Do goals and attributions change with subject matter for Grades 4 and 5 students? |
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| Authors: | Jane S Vogler Linda Bakken |
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| Institution: | (1) Joyce Focht Instructional Support Center, 412 S. Main Street, Wichita, KS 67202, USA;(2) Educational Psychology, Wichita State University, 1845 Fairmount Avenue, Box 123, Wichita, KS 67260-0123, USA |
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| Abstract: | This study explored a theory for motivation which included aspects of both attribution theory and goal theory. Motivational
variables included beliefs about intelligence (entity or incremental), goal orientation (mastery/learning, performance-approach,
performance-avoidance) and avoidant behaviours. Grades 4 and 5 students from a large, metropolitan school district were surveyed
regarding these motivational variables across the academic domains of reading and mathematics. The relationships among these
motivational variables were explored, as well as differences across domains. A diverse sample allowed differences across ethnic
groups and socioeconomic status to be studied. Results indicate that children could have a generalised notion of motivation
that becomes differentiated when students are asked to reflect on these variables within specified domains. The existence
of few differences across ethnic and socioeconomic groups suggest that instructional style could be a more powerful influence
than either of these variables. |
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| Keywords: | Attributions Elementary schooling Goal orientation Learned helplessness Mathematics Motivation Reading |
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