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首页> 外文期刊>British journal of educational psychology >Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
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Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children

机译：小学小学生内在动机的内在，确定和控制的动机类型

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Background. There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. Aims. This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory. First, we tested whether children self-report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self-report differentiated types of motivation across school subjects.Sample. Participants were 425 French-Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N = 121), 2 (N = 126), and 3 (N = 178). Results. Results show that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self-report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Somegender effects were also observed.Conclusion. These results highlight the importance of distinguishing among types of school motivation towards specific schoolsubjects in the early elementary years.
机译：背景。有两种方法可以对学校动机进行差异检验。首先是研究针对特定学校科目的动机（在学校科目差异之间）。第二个是将学校动机作为一个多维概念来研究，这个概念不仅强度而且质量（在学校学科差异之内）也各不相同。这两种不同的方法导致了重要的发现，并提供了对学生动机动力的更好理解。但是，很少有研究将这两种方法结合在一起。目的这项研究从自决理论的立场出发，考察了年轻小学生跨学校学科（写作，阅读和数学）的动机。首先，我们测试了孩子们是否自我报告针对特定学校科目的不同水平的内在，确定和控制的动机。其次，我们验证了孩子们是否自我报告了不同学校科目的动机类型。参加者是来自三所小学的425名法裔加拿大儿童（225名女孩，200名男孩）。儿童分别是1年级（N = 121），2年级（N = 126）和3年级（N = 178）。结果。结果表明，对于给定的学校科目，年轻的小学生自我报告内在的，确定的和受控的动机的不同水平。结果还表明，儿童在整个学校科目中自我报告不同水平的动机类型。我们的研究结果还表明，大多数分化效果随年级而增加。还观察到一些性别影响。这些结果凸显了区分早期小学阶段针对特定学校对象的学校动机类型的重要性。

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