Measuring Motivation in Preschool Children: A Comparison of Israeli, Dutch and Finnish Children

Autor/inn/en	Brody, David L.; Scheiner, Esther Y.; Dimri Ben Ari, Mordechai; Tzadok, Yair; van der Aalsvoort, Geerdina Maria; Lepola, Janne
Titel	Measuring Motivation in Preschool Children: A Comparison of Israeli, Dutch and Finnish Children
Quelle	In: Early Child Development and Care, 190 (2020) 2, S.150-160 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brody, David L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1459593
Schlagwörter	Foreign Countries; Preschool Children; Student Motivation; Cultural Differences; Preschool Teachers; Student Behavior; Age Differences; Gender Differences; Social Behavior; Israel; Netherlands; Finland + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulische Motivation; Kultureller Unterschied; Erzieher; Erzieherin; Kindergärtnerin; Student behaviour; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Social behaviour; Soziales Verhalten; Niederlande; Finnland
Abstract	This international study compared motivational tendencies among pre-school children from Israel, Finland and the Netherlands. Teachers were asked to rate students' behaviours during semi-structured tasks using the Child Behaviour Motivational Scale (CBeMo) which measures task orientation, task avoidance, and social dependence. Motivational tendencies for 472 children, ages 4-6 were compared by country, age, and gender. Results showed that Israeli children displayed lower levels of task avoidance and social dependence than European children at both ages 4 and 5. Israeli 4-year-olds showed high levels of task orientation similar to the 5-year-olds in the three countries. In all three groups, girls exhibited higher levels of task orientation than boys. Differences in motivational tendencies may result from cultural characteristics, while consistent differences between boys and girls may indicate universal gender influences. Understanding young children's motivational tendencies may contribute to the development of teaching practices that support children's positive dispositions towards learning tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01