Evaluating learning motivation of 2 to 3 years old children

Article Sidebar

PDF (Español (España))
Published: Jan 12, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v6.741
Keywords:
Kindergarten learning motivation motivational determinants assessment

Main Article Content

Jana Blanco Fernández
Universidad de León

Abstract

The aim of this study was to design and validate an instrument to measure kindergarten children´s learning motivation. This construct has been studied through its four determinants: beliefs and expectations, task value, standards of performance and attributions about success and failure. The instrument is designed for two to three years old children, so that its features are related to this age. The sample used was of 126 children aged between 2 and 3 years (69 females and 54 males), attending to six public and private kindergartens in the province of León. The EMAPI (Assessment Questionnaire of Kindergarten Learning Motivation) was applied to them in an individual way. This instrument is comprised by 22 pictogram statements where children must choose between two options. Results are encouraging although the Cronbach`s alpha is not too high, as it shows the possibility of measuring the learning motivation of kindergarten children. So it seems necessary to continue in this research line in order to improve the instrument. In conclusion, it is proved the possibility of measuring the kindergarten learning motivation, what had not been done before, but there are several areas of improvement as it has been stated above. This research has been possible thanks to the University of León, which funded the ULE20011-4 project granted to Ana Mªd e Caso Fuertes to the 2012 year.

Downloads

Download data is not yet available.

Article Details

How to Cite
Blanco Fernández, J. (2014). Evaluating learning motivation of 2 to 3 years old children. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 6(1), 259–266. https://doi.org/10.17060/ijodaep.2014.n1.v6.741
Issue
Vol. 6 No. 1 (2014): PSYCHOLOGY AND MODERN WORLD
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Carlton, M.P., & Winsler, A. (1998).Fostering Intrinsic Motivation in Early Childhood Classroom early Childhood Education Journal, 25(3), 159.

De Caso, A.M.& García, J.N.(2006) Relación entre la motivación y la escritura, Revista Latinoamericana de Psicología,. 38 (3), 477-492.

De Caso, A. M., García, J. N. y Martínez-Cocó, B. (2008). Cómo evaluar la motivación hacia la escritura: Análisis y validación de dos cuestionarios. Actas del V Congreso Internacional de Psicología y Educación: Los retos del futuro (CD-Rom, 1763-1769). Oviedo: Ediciones de la Universidad de Oviedo.

Eurydice (2010): Organisation of education system in Germany, 2009-2010 (Brussels, Eurydice).

Garcia, T. ,Leo,M., Martín, E. ,Sanchez, P. (2008). El compromiso deportivo y su relación con factores disposicionales y situacionales de la motivación. Revista Internacional de Ciencias del Deporte, 4 (12).

Garrido, I. (1996). Psicología de la motivación. Madrid: Síntesis psicología

Jennings, J.D. (1993). Mastery motivation and the formation of self-concept from infancy through childhood. In Mastery motivation in early child hood: Development, measurement and social pro - cesses, ed. D. Messer, 36-·54. London: Routledge

Lorents, V. (2013). La Educación Infantil en Alemania, España, Francia e Inglaterra. Estudio comparado. Revista Española de Educación Comparada, 21 , 29-58.

Manga D., Garrido, I. & Pérez, M. (1997) La motivación y el rendimiento escolar. En D. Manga, I. Garrido y M Pérez, Atención y Motivación en el Aula, 69-118, Salamanca: Europsyque.

Nuñez, J.C. (2009). Motivación, aprendizaje y rendimiento académico. Actas do X Congresso Internacional Galego-Português de Psicopedagogia. Braga: Universidade do Minho.

Mussen, P., Conger, J.J., Kagan,J., & Huston,A.C. (1990). Intelligence and Achievement. En P. Mussen, J. Conger, J. Kagan y A. Huston, Child Development and Personality (7ª Ed)., p.p. 325-378. Nueva York: Harper&RowPublishers.

Navas, G., de Caso, A. M., & Blanco, J. (2013). Revisión y análisis de instrumentos de medida de la motivación hacia el aprendizaje. Actas del XX Congreso Internacional del INFAD. Moscú, 25 – 28 de Abril.

Passerieux, C. (2009). La Maternelle. Première École. Premiers Apprentissages (Lyon, Chronique Sociale).

Turner, L.A. & Johnson, R.B. (2003).A model of mastery motivation.Journal of Educational Psychology, 95(3), 495-505.

Valle, A., Núñez, J.C, Rodríguez,S.&González-Pumariega, S. (2002). La motivación académica, En González-Pienda, J.A., González-Cabanach, R., Núñez, J.C. & Valle, A. (Coors.), Manual de Psicología de la Educación, 117-144, Madrid:Pirámide.

Walters, C.A. & P.R. Pintrich, P.R. (2001) Contextual differences in student motivation and self-regulated learning in mathematics, english and social studies classrooms. En Hartman, H.J. (Ed.), Metacognition in Learning and Instruction: Theory, Research and Practice, 103-124. Netherlands: Kluwer Academic Publishers

Zumbo, B. & Rupp, A. (2004) Responsible modelling of measurement data for appropriate inferences: Important advances in reliabilityand validity theory. En D. Kaplan (Ed.): The SAGE Handbook of QuantitativeMethodology for the Social Sciences,73-92. Thousand Oaks, CA: Sage Press.