The effect of context on teaching approaches and preschool students' learning and motivation
Abstract/Contents
- Abstract
- This study examined the effects of pressure to maximize student performance on teacher intrinsic motivation for teaching and behavior (autonomy support versus control) and on child intrinsic motivation for the learning tasks and performance on the tasks. It also assessed the association between child distractibility and teacher behavior and tested whether child distractibility moderated the effect of pressure on teacher behavior. Forty-six undergraduates who volunteered or worked in preschool classrooms served as teachers for a one-on-one teaching session with a preschooler, with teachers randomly assigned to either a pressure condition (in which they were told that the child would be tested on the tasks at the end of the teaching session) or control condition (with no mention of testing). In contrast to the study's hypotheses, teachers in the pressure condition were rated as more autonomy supportive than teachers in the control condition for the tangram task. Results for distractibility were also opposite of what was hypothesized; teachers of children who were high on distractibility were rated as more autonomy supportive than teachers instructing children with relatively low levels of distractibility for both tasks. Possible explanations for the findings are discussed.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2014 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Chiatovich, Tara Anne |
|---|---|
| Associated with | Stanford University, Graduate School of Education. |
| Primary advisor | Stipek, Deborah J, 1950- |
| Thesis advisor | Stipek, Deborah J, 1950- |
| Thesis advisor | Lit, Ira W |
| Thesis advisor | Obradović, Jelena |
| Advisor | Lit, Ira W |
| Advisor | Obradović, Jelena |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Tara Anne Chiatovich. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2014. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2014 by Tara Anne Chiatovich
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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