Academic intrinsic motivation in elementary and junior high school students.

Investigated in 3 studies the significance of academic intrinsic motivation (AIM) for children's education. Ss for Studies 1–3 were 77 4th graders and 64 7th graders; 260 Ss in Grades 4–7; and 166 White middle-class Ss in Grades 5–8, respectively. Ss were administered an AIM inventory and an inventory of academic anxiety (AA). As predicted, AIM was found to be significantly and positively correlated with Ss' school achievement and perceptions of academic competence and negatively correlated with AA. Findings support the view that AIM is differentiated into school subject areas and is also a general orientation toward school learning. Relations between motivation and perception of competence and anxiety were differentiated by subject area, whereas achievement was more pervasively related to general motivation. Mathematics motivation, however, emerged as a unique predictor of mathematics achievement. The significance of AIM as differentiated into subjects and as a general orientation is discussed. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of elementary deductive reasoning in young children.

This study examined the claim (J. Hawkins et al; see record 1984-25517-001) that young children can reason deductively with content for which "practical knowledge is irrelevant." Ss 6, 8, and 11 years of age were given a set of standard logical syllogisms and a matching set of illogical ones. Six-year-olds gave similar responses to and used similar types of justifications for both logical and illogical forms, indicating that correct performance on the former might be accounted for by a low-level matching strategy, not necessarily by deductive reasoning. A clear developmental pattern emerged, showing that the ability of children to differentiate responses to the two forms improves over this age period. However, the number of children able to explicitly describe illogicality remained small, even among 11-year-olds. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational climate and intrinsic motivation of young basketball players

Properties of short-term memory for faces (Exp. 1) were investigated in 40 young and 30 elderly persons and compared with short-term memory for non-verbal shapes (Exp. 2) with 30 new persons in a young group and an elderly one. Young subjects displayed a U-shaped curve for both kinds of stimuli, and elderly subjects displayed a U-shaped curve, but the recency effect was abolished for faces (in one condition). This suggests a possible specific short-term store for faces.     

Experience of musical performance anxiety in elementary school children.

Performance anxiety is a common problem for musicians. Although empirical research on adult musicians is growing, child musicians have largely been overlooked. This study examined the experience of performance anxiety in 173 children. Participants in Grades 3-7 completed the State form of the State-Trait Anxiety Inventory for Children (C. D. Spielberger, D. C. Edwards, R. E. Lushene, J. Montuori, & D. Platzek, 1973) at 2 points in time: during a regular school day and on the day of a major school concert. Trait anxiety was also measured on the 1st occasion. It was found that state anxiety was significantly higher on the day of the school concert and was related to children's level of trait anxiety. No differences were found for type of music class. Gender differences were apparent in upper elementary grades. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Brief group therapy with low-achieving elementary school children.

The study encompassed 142 low achievers in 2 elementary schools (Grades 2-6) in Israel, all of whom received 4–6 weekly hours' assistance with their academic difficulties in school. After a random division of this sample into experimental and control groups, the former received an additional weekly session of group therapy of an interpersonal nature. The effect of this treatment was examined on 4 dependent variables: academic achievements, self concept, social acceptance, and locus of control. Results indicated significant gains for the experimental group on all these variables—gains that increased over time. Group therapy appears to contribute both to academic progress and to the psychological and social well-being of low-achieving pupils. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschool predictors of narrative writing skills in elementary school children.

This study examined the preschool predictors of elementary school narrative writing skills. The sample included 65 typically developing African American children, ranging in age from 5.0 to 5.5 years, and was 44.6% male. Targeted preschool predictors included measures of phonological processing, core language abilities, prereading skills, and early writing concepts assessed during the spring or summer, just before beginning kindergarten. Using hierarchical linear modeling, findings showed that core language abilities, prereading skills, and maternal education at preschool significantly predicted the level of writing in Grades 3–5, but only core language abilities and prereading skills significantly predicted the rate of growth in writing. When kindergartners were separated into low and high readers, and low and high core language abilities, a significant pattern of widening differences emerged between the groups over time. These findings point to core language abilities, prereading skills, and maternal education assessed at kindergarten entry as critical predictors of later narrative writing skills, and they suggest the importance of including such measures when screening for written language problems in early kindergarten and early elementary school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prevalence of Cryptosporidium species in elementary school children

The project described here was conducted to study the prevalence of various parasites in elementary school children in northern Jordan. A single stool specimen was collected from each of 1,000 students in the 6- to 14-year-old age group. A questionnaire covering demographic information, health status, and other relevant information was filled out by one of the parents of each student. Fresh stool specimens were processed by using wet mount preparations, formalin-ether, and Sheather's sugar flotation techniques. Permanently stained slides were prepared by acid-fast, Giemsa, and trichrome staining. Cryptosporidium species was found in 40 specimens (4%); however, only 15 specimens had Cryptosporidium species alone, and these 15 specimens were from symptomatic children with diarrheic stools. The symptoms reported most often were abdominal pain, cramps, malaise, nausea, and headache. The number of cases of infection was higher in villages, where contact with animals was evident and where contaminated drinking water could have been a major source of the infections.     

Self-handicapping and intrinsic motivation: Buffering intrinsic motivation from the threat of failure.

High and low self-handicappers (as measured by E. E. Jones & F. Rhodewalt's [1982] Self-Handicapping Scale) were asked to play a game of pinball (in a competitive or noncompetitive setting) after they had practiced as much as they wanted on a related task (thus, not practicing could have served as a self-handicap). High self-handicappers who did not practice much became more involved in the game and subsequently reported enjoying the game more than high self-handicappers who practiced a lot. Furthermore, the effects on enjoyment were mediated by task involvement, suggesting that the protection afforded by self-handicapping affects intrinsic motivation by allowing the individual to become absorbed in the activity instead of focusing on performance concerns. Individuals who self-handicap may be providing themselves with the "breathing room" they need to become absorbed in an activity and to experience the activity as enjoyable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement goals and intrinsic motivation.

Two experiments investigated the effects of achievement goals on intrinsic motivation for an enjoyable pinball game. Exp 1 manipulated Ss' performance (demonstrating ability) and mastery (developing one's skills) achievement goals and contrasted them with a neutral control group. Exp 2 replicated Exp 1 and extended it by additionally providing (or not) Ss with positive, goal-relevant feedback. Results were consistent across studies, indicating that individual differences in achievement orientation moderated the influence of achievement goals on intrinsic motivation. Specifically, performance goals enhanced intrinsic motivation for achievement-oriented individuals, whereas mastery goals enhanced interest for those low in achievement orientation. The results were discussed in the context of J. M. Harackiewicz and C. Sansone's (1991) model of intrinsic motivation processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Surveillant intentions and intrinsic motivation.

Alternative predictions about the influence of surveillance on intrinsic motivation were derived from cognitive evaluation and objective self-awareness theories. Adult Ss in Exp 1 were assigned to surveillance conditions that implicated either controlling or noncontrolling surveillant intentions or to no-surveillance conditions. A behavioral measure revealed greater intrinsic motivation in the noncontrolling intention and no-surveillance conditions than in the controlling intention conditions (ps?     

Classroom learning style and cooperative behavior of elementary school children.

Cooperative behavior of 243 3rd–7th graders who studied in cooperative small groups was compared to that of 150 pupils in classrooms conducted with whole-class instruction. An expanded version of M. Madsen's (1971) domino game was used to assess Ss' judgments about distributing payoff to themselves or to others in an altruistic, cooperative, or competitive fashion. In a 2nd experiment, 54 groups of 5 Ss were asked to construct new words from the letters appearing in an epigram, with the option to work alone or to collaborate with others. Ss from small-group classrooms were more cooperative on both judgmental and behavioral measures than were Ss from traditional classrooms. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-task generalization of intrinsic motivation effects.

Examined whether prior autonomy-supporting (AS) and externally controlling (EC) experiences can affect reactions to new activities (NAs). In Exp 1, 152 university students received self-determining (i.e., AS) pretreatment experience, and EC pretreatment experience, or no pretreatment experience with an initial activity and then received an expected task-contingent reward or an unexpected reward after engaging in an NA. In Exp 2, 53 university students received high competency feedback (i.e., AS) or average competency feedback following performance of an initial activity, and then received an expected or unexpected reward after engaging in an NA. Initial AS experiences produced relatively lower intrinsic motivation to engage in the NAs. Ss' experiences with prior activities interacted with subsequent reward variations to affect their reactions to NAs. Prior AS experienced averted negative motivation effects of expected rewards on NAs, whereas prior EC experienced suppressed subsequent intrinsic motivation. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using computer-assisted instruction to personalize arithmetic materials for elementary school children.

Fifth- and sixth-grade children studied one of three versions of a computer-assisted lesson on division of fractions. In one version, examples were personalized by incorporating information about the student (friends, interests, and hobbies) into the problem contexts. In the two other versions, concrete (realistic but hypothetical) contexts and abstract contexts were used. Experimental outcomes favored the personalized-context group over one or both of the other groups in solving standard problems and transfer problems, in recognizing rule procedures, and in task attitudes. In supplemental analyses, we examined influences on achievement of gender, age, and aptitude-treatment interactions based on California Achievement Tests scores. Results are interpreted as suggesting the benefits of personalized examples for motivation and meaningful learning of problem-solving procedures. Practical advantages of the computer-based model for adapting instruction are also considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Risk factors associated with incisor injury in elementary school children

This study examined risk factors associated with incisor injury in 3396 third and fourth grade school children in Alachua County, Florida. One of six orthodontists completed a standardized examination form for each child to assess severity of incisor injury, gender, age, race, skeletal relationships, morphologic malocclusion, incisor exposure, interlabial gap, TMJ sounds, chin trauma, and history of lower facial trauma. One in five (19.2%) exhibited some degree of incisor injury. This was limited to a single tooth in 73.1% of those with injury, while enamel injury predominated (89.4%). The majority of the injuries (75.4%) were localized in the maxillary arch, with central incisors the most frequently traumatized. Chi-square tests of association indicated that gender, race, school, orthodontist, history of lower facial trauma, chin trauma, profile, and maxillary and mandibular horizontal positions were associated with incisor injury (P < 0.05). Wilcoxon rank sum tests identified differences in age, overjet, time of screening, and interlabial gap between those with and without injury (P < 0.05). Results of logistic regression analyses indicated risk of incisor injury was greater for children who had a prognathic maxilla, a history of trauma, were older, were male, and had greater overjet and mandibular anterior spacing.     

Reality, intrinsic motivation, and creativity.

Comments on R. Eisenberger and J. Cameron's (see record 1996-06440-007) discussion on the impact of reward on creativity. The authors argue that Eisenberger and Cameron overlooked or failed to adequately explain several demonstrations of lower creativity on rewarded activities as compared with nonrewarded activities. Moreover, the evidence they provided of increased creativity under reward is more informative about relatively simple human behaviors than about actual creative performance. The authors believe that it is erroneous and misleading to conclude, as do Eisenberger and Cameron, that the detrimental effects of reward occur under limited conditions that are easily avoided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bias in prediction: A test of three models with elementary school children.

Studied 2 competing conceptualizations of test bias in educational settings and compared each to the traditional regression model. The bias model proposed by T. A. Cleary and that proposed by R. L. Thorndike (see record 1971-31520-001) were each employed, along with the traditional regression model, on data obtained from 95 male and 101 5th graders to determine the extent of sex bias in selection resulting from each of the 3 models. Results show that the Cleary procedure produced substantial bias in both selection and accuracy of selection in favor of the female subgroup. The traditional prediction model resulted in pronounced selection bias in favor of the male subgroup and a slight bias in accuracy of selection in favor of the same subgroup. The Thorndike procedure, by definition, results in no selection bias but did produce slight bias in the accuracy of selection favoring the female subgroup. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Praise, involvement, and intrinsic motivation.

In this experiment, we examined the relation between content of praise, type of involvement, and intrinsic motivation. College students were introduced to a hidden-figure task in either an ego-involving (i.e., testlike) or task-involving (i.e., gamelike) manner and then received either ability-focused, effort-focused, or no praise for their performance. As predicted, task involvement increased intrinsic motivation relative to ego involvement, and ability praise increased intrinsic motivation relative to effort praise or no praise. Furthermore, praise and involvement interacted so that subjects who received effort praise were relatively more intrinsically motivated under task-involving than ego-involving conditions, whereas those who received ability praise were relatively more motivated under ego-involving than task-involving conditions. Also, the higher levels of intrinsic motivation were accompanied by a choice of higher level of challenge and better performance at a related but more complex task. Finally, a significant Sex?×?Praise interaction was found, reflecting that women tended to display more intrinsic motivation in the no-praise condition than in the two praise conditions, whereas men showed the reverse pattern. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The perception of phoneme sequences by monolingual and bilingual elementary school children.

Compared 121 3rd and 4th grade students, some schooled monolingually in either French or English, and some schooled bilingually in both English and French, for their ability to differentially discriminate initial phoneme sequences. This ability was tested with an ABCX discrimination procedure. A significant interaction between method of instruction and category of stimulus sound indicates that the bilingually taught Ss had developed a sensitivity for the sound system of their 2nd language, but that this training had not resulted in a generalized facility in discriminating sound systems by the 4th grade. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of grade retention on the social development of elementary school children.

When children do not exhibit certain minimum academic competencies, they are retained in grade. Despite the pervasiveness of this school practice, little is known about the effects of grade retention on children's social development. The present study explored the hypotheses that peer discrimination may be one factor contributing to the negative effects of grade retention reported in the previous literature. Specifically, it was expected that retained children would (a) receive unfavorable peer attributions, (b) be assigned lower social status, (c) be the targets of peer discrimination, and (d) have lower expectations for themselves and for school. Evidence for peer discrimination against retained children was found, but effects were moderated by the age, gender, relative physical size, and retention status of the rater. Contrary to prediction, retained children had higher self-esteem than did nonretained children. These and other findings were discussed in terms of school and peer influence on social development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Persuasibility in young children as a function of aggressive motivation and aggression conflict.

This study investigating the dynamic bases of the reported negative relationship of overt aggression to persuasibility postulated that low persuasibility is associated with an overtly aggressive orientation, high persuasibility with a defensive need to inhibit strong aggressive motivation, and medium presuasibility with a relative absence of aggressive motivation and inhibitions against aggression. 3 groups of 15 were selected from an initial sample of 169 1st-grade boys for high, medium, and low presuasibility, and were compared on aggressive motivation and an aggression conflict ratio. The results are that High and Low persuasible (P) Ss have more aggressive motivation than Medium P Ss; High P Ss have a smaller aggression conflict ratio than Low P Ss. The results thus support the initial postulates. (16 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)