Defining motivation: perspectives from early childhood educators

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dc.contributor.authorChoy, Angela M.Y.
dc.date.accessioned2011-07-21T21:54:28Z
dc.date.available2011-07-21T21:54:28Z
dc.date.issued2005-12
dc.description.abstractMotivation 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.
dc.description.degreeM.Ed.
dc.format.extentvi, 84 pages
dc.identifier.urihttp://hdl.handle.net/10125/20359
dc.languageeng
dc.publisherUniversity of Hawaii at Manoa
dc.relationTheses for the degree of Master of Education (University of Hawaii at Manoa). Early Childhood Education; no. 534
dc.rightsAll 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.
dc.titleDefining motivation: perspectives from early childhood educators
dc.typeThesis
dc.type.dcmiText

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