Motivational Styles in English and Mathematics Among Children Identified as Having Special Educational Needs  

Oleh:

Galloway, David ; Rogers, Colin ; Armstrong, Derrick ; Leo, Elizabeth L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 65 (Dec. 1995), page 477-488.
Topik: motivation; mastery orientation; identification; english; mathematics; learned helplessness; self-worth motivation

Ketersediaan

Perpustakaan PKPM Nomor Panggil: B13 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This study is concerned with the identification, development and prevalence of three different motivational styles : learned helplessness, self-worth motivation and mastery orientation in two National Curriculum core subjects : English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 children in their first year of secondary school (aged 11-12) were categorised into one of the three motivational styles. Children with special educational needs were identified using a battery of cognitive ability tests (Thorndike, Hagen & France, 1986). This study compares the prevalence of each motivational style in English and mathematics in children of different abilities and presents empirical support for the view that learned helplessness and self-worth motivation are more prevalent among children identified as having special educational needs. Further analyses indicate that : overall, learned helplessness and self-worth motivation are more prevalent in English than mathematics : learned helplessness is more prevalent among girls and self-worth motivation among boys in mathematics. Implications for teachers in developing teaching strategies which foster mastery orientation in their children are discussed.

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