Please use this identifier to cite or link to this item:
Defining motivation: perspectives from early childhood educators
|M.Ed._LB5.H3_534_uh.pdf||Version for UH users||4.03 MB||Adobe PDF||View/Open|
|M.Ed._LB5.H3_534_r.pdf||Version for non-UH users. Copying/Printing is not permitted||4.03 MB||Adobe PDF||View/Open|
|Title:||Defining motivation: perspectives from early childhood educators|
|Authors:||Choy, Angela M.Y.|
|Issue Date:||Dec 2005|
|Abstract:||Motivation is suggested to be an important link to learning and achievement. However, it is unclear what previous researchers refer to as motivation because of the plethora of terms that are associated with motivation. The purpose of this study was to examine the definition of motivation in young children through the perspectives of Head Start early childhood educators. The Defining Motivation in Early Childhood survey was developed to examine motivation in terms of characteristics, indicators, origin, influence, and strategies that teachers use to promote it in a classroom setting. On the basis of factor analyses of the survey, as well as focus group interviews, a child's personal interest in a task or activity was suggested to be a defining belief of motivation in young children.|
|Description:||Thesis (M.Ed.)--University of Hawaii at Manoa, 2005.|
|Pages/Duration:||vi, 84 leaves|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||M.Ed. - Early Childhood Education|
Please contact firstname.lastname@example.org if you need this content in an alternative format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.