Fisher Laurel J
Watervale Systems, PO Box 318, Potts Point, NSW 1335 Australia.
Springerplus. 2013 Oct 25;2(1):565. doi: 10.1186/2193-1801-2-565. eCollection 2013.
Motivational Spiral Models (MSM) show links over time among self concepts, feelings, strategies, skills and participation in everyday activities. In theory, MSM have many common features, with distinct features in particular contexts. This project examined children's motivation to participate in literacy (MSM-L), social (MSM-S) and physical activities (MSM-P). The participants in Study 1 (N = 32) were 9 to 11 years old, and in Study 2 (N = 73) were 4 to 12 year old children. Locations were close to the Australian national average in socio-economic indicators, and initial screening showed these were representative samples. Analyses used variable-oriented correlational models as well as person-oriented clusters that suggest the standard and alternative motivational pathways. The results of Study 1 suggested bi-directional links between children's self concepts and participation in activities. Study 2 identified the common features as: openness and stability over time; and self concepts that motivate and justify participation in activities. Distinct features of MSM-L show the few negative feelings that may limit reading. In MSM-S, self concepts support the positive feelings, and in MSM-P, positive feelings support the task strategies. In conclusion, findings support MSM theory with common features based on self concepts and distinct features of developing motivations in particular contexts. MSM provide a sound base for future research in the contexts of everyday activities for children. In addition, there are practical applications of the findings to prevention, monitoring and intervention programmes.
动机螺旋模型（MSM）展示了自我概念、情感、策略、技能以及日常活动参与度之间随时间的联系。从理论上讲，MSM有许多共同特征，在特定情境下也有不同特征。本项目研究了儿童参与读写活动（MSM-L）、社交活动（MSM-S）和体育活动（MSM-P）的动机。研究1的参与者（N = 32）为9至11岁儿童，研究2的参与者（N = 73）为4至12岁儿童。这些地区的社会经济指标接近澳大利亚全国平均水平，初步筛查显示这些是具有代表性的样本。分析使用了面向变量的相关模型以及面向个体的聚类分析，以揭示标准和替代的动机路径。研究1的结果表明儿童的自我概念与活动参与之间存在双向联系。研究2确定了共同特征为：随时间的开放性和稳定性；以及激发并证明活动参与合理性的自我概念。MSM-L的不同特征表明可能限制阅读的负面情绪较少。在MSM-S中，自我概念支持积极情感，而在MSM-P中，积极情感支持任务策略。总之，研究结果支持了基于自我概念的具有共同特征以及在特定情境下发展动机的不同特征的MSM理论。MSM为儿童日常活动背景下的未来研究提供了坚实基础。此外，研究结果在预防、监测和干预项目中有实际应用。
