Motivational styles in English and mathematics among children identified as having special educational needs.
This study is concerned with the identification, development and prevalence of three different motivational styles: learned helplessness, self-worth motivation and mastery orientation in two National Curriculum core subjects: English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 children in their first year of secondary school (aged 11-12) were categorised into one of the three motivational styles. Children with special educational needs were identified using a battery of cognitive ability tests (Thorndike, Hagen & France, 1986). This study compares the prevalence of each motivational style in English and mathematics in children of different abilities and presents empirical support for the view that learned helplessness and self-worth motivation are more prevalent among children identified as having special educational needs. Further analyses indicate that: overall, learned helplessness and self-worth motivation are more prevalent in English than mathematics; learned helplessness is more prevalent among girls and self-worth motivation among boys in mathematics. Implications for teachers in developing teaching strategies which foster mastery orientation in their children are discussed.
Galloway
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D
School of Education, University of Durham, UK.
Leo
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EL
Rogers
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C
Armstrong
D
D
D000293:Adolescent; D002648:Child; D004519:Education, Special; D005260:Female; D006380:Helplessness, Learned; D006801:Humans; D007389:Internal-External Control; D007859:Learning Disabilities / Q000523:psychology* / Q000628:therapy; D008297:Male; D008433:Mathematics; D009042:Motivation; D010552:Personality Assessment; D012649:Self Concept; D014706:Verbal Learning