Poskiparta Elisa, Niemi Pekka, Lepola Janne, Ahtola Annarilla, Laine Piialiisa
University of Turku, Department of Psychology, Finland.
Br J Educ Psychol. 2003 Jun;73(Pt 2):187-206. doi: 10.1348/00070990360626930.
Although the relationship between motivation and learning problems has been studied in older children, little is known about how these factors interact during the first years of schooling or even earlier.
To compare the development of motivational-emotional profiles from preschool to grade 2 between groups classified as poor readers, good decoders and good readers in grade 2. To study the possibility that diverging motivational-emotional paths occur concomitantly with school experience.
A total of 127 children were followed longitudinally from preschool up to the second grade. In preschool, their mean age was 6 years 8 months.
Two different methods tapping motivational-emotional vulnerability were used. Firstly, researchers at preschool age and classroom teachers in grades 1 and 2 rated children's task, ego-defensive and social dependence orientations. Secondly, an experimental situation was arranged each year where children's play behaviour with LEGO bricks was observed in free play vs. in induced pressure situations, and their motivational orientations were scored.
In preschool, the motivational-emotional profiles were almost the same among the three prospective reading-level groups, but in grades 1 and 2, classroom teachers rated poor readers as less task-oriented and more ego-defensive and socially dependent compared to good decoders and good readers. The ratings were corroborated by observational data on play behaviour in induced pressure situations.
Early problems in learning to read and spell are related to motivational-emotional vulnerability in learning situations in the school context.
尽管动机与学习问题之间的关系已在大龄儿童中得到研究，但对于这些因素在入学的头几年甚至更早阶段是如何相互作用的，人们却知之甚少。
比较在二年级时被分类为阅读能力差、解码能力强和好读者的几组儿童从学前班到二年级的动机 - 情绪特征发展情况。研究不同的动机 - 情绪发展路径是否与学校经历同时出现。
共有127名儿童从学前班到二年级接受纵向跟踪研究。学前班时，他们的平均年龄为6岁8个月。
使用了两种不同的方法来挖掘动机 - 情绪易损性。首先，学前班的研究人员以及一年级和二年级的教师对儿童的任务、自我防御和社会依赖取向进行评分。其次，每年安排一个实验情境，观察儿童在自由玩耍和诱导压力情境下玩乐高积木的游戏行为，并对他们的动机取向进行评分。
在学前班，三个预期阅读水平组的动机 - 情绪特征几乎相同，但在一年级和二年级时，与解码能力强和好读者相比，教师对阅读能力差的学生的评价是任务导向性较低、自我防御性较强且社会依赖性较强。诱导压力情境下游戏行为的观察数据证实了这些评分。
早期阅读和拼写学习中的问题与学校环境中学习情境下的动机 - 情绪易损性有关。
