Minimal Groups Increase Young Children's Motivation and Learning on Group-Relevant Tasks

Autor/inn/en	Master, Allison; Walton, Gregory M.
Titel	Minimal Groups Increase Young Children's Motivation and Learning on Group-Relevant Tasks
Quelle	In: Child Development, 84 (2013) 2, S.737-751 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01867.x
Schlagwörter	Group Membership; Preschool Children; Motivation; Group Activities; Puzzles; Vocabulary Development; Group Dynamics; Identification (Psychology); Measures (Individuals); Persistence + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; psychologische; Motivation (psychologisch); Gruppenaktivität; Legespiel; Wortschatzarbeit; Gruppendynamik; Messdaten; Ausdauer
Abstract	Three experiments ("N" = 130) used a minimal group manipulation to show that just perceived membership in a social group boosts young children's motivation for and learning from group-relevant tasks. In Experiment 1, 4-year-old children assigned to a minimal "puzzles group" persisted longer on a challenging puzzle than children identified as the "puzzles child" or children in a control condition. Experiment 2 showed that this boost in motivation occurred only when the group was associated with the task. In Experiment 3, children assigned to a minimal group associated with word learning learned more words than children assigned an analogous individual identity. The studies demonstrate that fostering shared motivations may be a powerful means by which to shape young children's academic outcomes. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10