Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates

Autor/inn/en	Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan
Titel	Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates
Quelle	In: Early Childhood Research Quarterly, 26 (2011) 4, S.430-441 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.04.001
Schlagwörter	Cues; School Readiness; Persistence; Disadvantaged Youth; Academic Achievement; Graduates; Student Motivation; Young Children; Early Intervention; Predictor Variables; Emotional Response; Child Behavior; Puzzles; Kindergarten; Program Effectiveness; Nonverbal Communication; Regression (Statistics); Student Interests; Anxiety + Suchen Sie Ihr Suchwort? Stichwort; Readiness for school; School ability; Schulreife; Ausdauer; Benachteiligter Jugendlicher; Schulleistung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Schulische Motivation; Frühe Kindheit; Prädiktor; Emotionales Verhalten; Legespiel; Non-verbal communication; Nonverbale Kommunikation; Regression; Regressionsanalyse; Studieninteresse; Angst
Abstract	Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. (Contains 7 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10