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- Title
Can Motive-Related Imagery Make School Tasks More Appealing?
- Authors
Puca, Rosa Maria; Scheidemann, Bettina
- Abstract
According to recent research (Eccles, 1999; GEOlino-UNICEF-Kinderwertemonitor, 2014), young people are particularly interested in issues related to affiliation, achievement, or power. We suggest that tasks that raise these issues should be more motivating than tasks that do not raise these topics. To test this hypothesis, we enriched the tasks of common mathematics and German textbooks with affiliation, achievement, or power issues. In four experiments, fifth-graders rated how much they would like to work on the tasks (n = 31 for essay tasks, n = 76 for math tasks) and how confident they were about solving them (n = 56 for essay tasks, n = 60 for math tasks). Motive-related issues were withinsubject variables. Participants were more attracted to tasks that included motive imagery than to neutral tasks, and they were more confident that they could solve the former than the latter. These effects were true particularly for tasks containing affiliation motive imagery.
- Subjects
MENTAL imagery; ACADEMIC achievement; ACADEMIC motivation; MATHEMATICS textbooks; FIFTH grade (Education)
- Publication
Zeitschrift für Pädagogische Psychologie, 2017, Vol 31, Issue 3/4, p191
- ISSN
1010-0652
- Publication type
Article
- DOI
10.1024/1010-0652/a000207