1. Objectifs

Intentions :
«This study examines young elementary students’ motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory. First, we tested whether children self-report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self-report differentiated types of motivation across school subjects.» (p. 711)

2. Méthode

Échantillon/Matériau :
«Participants were 425 French-Canadian children (225 girls, 200 boys) from three elementary schools [in Quebec City]. Children were in Grades 1 (N = 121), 2 (N = 126), and 3 (N = 178).» (p. 711)

Instruments :
Questionnaires

Type de traitement des données :
Analyse statistique

3. Résumé

According to the authors, «[r]esults show that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self-report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. [...] These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.» (p. 711) Note that the authors address the satisfaction of parents towards their children and the family context that promotes studies or not. For exemple the authors stresses out that «[...] some parents may place greater emphasis on rewards and punishment, thereby promoting in their children an overall controlled orientation that they would use to regulate their behaviour.» (p. 730)