A study of Year 5 pupils’ perspectives and evaluations of their academic abilities (their academic self-concept) and how this relates to their motivational style.
Susanna Wilson
(PGCE General Primary, 2015-2016)
email: susiewilson@hotmail.co.uk
Abstract
Self-concept is defined by Marsh and Martin (2011) as “the perception one has of themselves, formed through their experiences and interpretations with their environment” (p.60), and academic self-concept (ASC) specifically is the view one holds of oneself in relation to academic ability. This study built on previous research which demonstrates a relationship exists between ASC and attainment (Guay, Ratelle, Roy & Litalien, 2010), with motivational style as a mediating factor between these variables. The current study sought to determine whether such a relationship between ASC and motivation exists, and determine how we could therefore increase intrinsic motivation in children in order to increase their attainment. The results tentatively supported the relationship between ASC and attainment, and highlighted the importance of choice, praise and reward, and experiential learning in increasing children’s intrinsic motivation
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The full paper is available for download as a pdf file : 099-126-wilsons
Citation: Wilson, S. (2017) A study of Year 5 pupils’ perspectives and evaluations of their academic abilities (their academic self-concept) and how this relates to their motivational style.' Journal of Trainee Teacher Educational Research, Volume 8 pp.099-126 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])