Motivation Spiral Models (MSM) in the context of reading, movement and social activities

1. Motivation Spiral Models (MSM) in the context of reading, movement and social activities Laurel Bornholt University of Sydney

2. Acknowledgements • to the children, their parents and school staff for their continued co-operation in our programme of research • to Nicki Brake, Tracy Rhodes, Madeline Parnell, Bree Hulme, Anna Piccolo, Carly Murphy, Carolyn Storrier, Kathryn Timmis, Nicole Martin, Anna Varejlian, Therese Levins, for their willing assistance with the fieldwork • to Ian Fisher, Herb Marsh, Erich Kirchler, Jens Möller, Jürgen Baumert andcolleagues for their support and constructive comments on earlier spiral models • project funding by University of Sydney R&D grant

3. Outline programme of research on MSM • MSM build on earlier studies that consider… • contexts of cognitive, social, emotional & physical development • - explicit self concepts in processes of self-stereotyping - the personal and social bases of self concepts • models of thoughts, feelings, intentions and choice behaviours __________________________________________________________ this unpacks the links in attitude-behaviour (expectancy-value) models and clarifies in/congruence of thoughts-feelings that depend on the context __________________________________________________________ • corrrelation, experimental and time-series studies with children, adolescents and young adults in educational and clinical settings • research and applications of motivational models to professional practice rely on creating brief, reliable, meaningful and useful materials

4. MSM are within-person models in a conceptual framework for development sample topics  within person - balancing individuality and belonging - in/congruent self concepts and feelings in context - reading task strategies support performance OTHER APPROACHES  person-to-person - child self disclosure and parent expectations - children respond to teacher’s effort-ability ideas  persons in groups - self-stereotyping within/between gender groups - self-categorizations by age about drawing  groups in context - pathways from school though university

5. What are Motivational Spiral Models MSM ? • Bornholt & Piccolo (in press) Individuality, belonging and children's self concepts: Motivational Spiral Model of self concepts, performance and participation in physical activities Applied Psych International Review strategies strategies sense of individuality belonging socially participation participation self concepts self concepts performance performance feelings feelings

6. Background to the project • Bornholt (2004, June) Personal and social bases of self concepts for children, adolescents and young adults. Paper presented at the Institute of Psychology in Vienna. • Findings support the proposed role of identity in motivation with common links as well as distinct features in particular contexts, and prompted further research on MSM in diverse contexts for children trategies strategies self concepts participation participation participation identity of place reading self concepts self concepts belonging friends performance performance individuality movement feelings feelings

7. MSM links self concepts to participation over time Task strategies support/constrain performance • justifying choices may also support developing self concepts • these links are typically over and above actual performance Separate paths in MSM for self concepts and feelings • self concepts and positive/negative feelings generally INcongruent • linked in contexts requiring elaboration (e.g., counter-stereotyping) • Task strategies (procedural initiative, use of materials, pace, involvement, task completion) may also rely on and, in turn, allow opportunities, developing self concepts and feelings

8. Main features of MSM • MSM entails self concepts, positive/negative feelings, task strategies, performance and participation in activities •  self concepts are central to the initial links among these thoughts, feelings and behaviours (at Time 1) •  stability/openness to experience (Time 1 to Time 2) • would vary among components of MSM, in particular, • - ie, stable indicators of performance, and feelings are open to experience •  cross-links (Time 1 to Time 2) identify spiralling effects e.g., less worry would support subsequent performance

9. This project examines MSM in context • Hypothesis MSM has common and distinct features in context of cognitive activities MSM-R about reading social activities MSM-F about making friends physical activities MSM-M about fine/gross movement Alternative hypothesis that a common MSM explains developing motivations across these contexts (MSM-R MSM-F MSM-M) Evidence to support the hypothesis would show commonalities and particular distinctions in developing motivations for R F M Evidence to support the alternative hypothesis would show that a common MSM is satisfactory explanation for these motivation

10. METHOD • Design correlational design over time (a year apart) • in three contexts (reading, friends, movement) • Participants were children 4 to 12 years old (N = 87 girls 44%) • Materials • ASK-KIDS self concept inventory (Bornholt, 1997, 2005) • positive and negative feelings (Bornholt & Nelson, 2002) • observations of task strategies (Bornholt, 2002) • participation in the context of ten common activities • standard assessment - DAS (Elliott, 1990), observation using RBRI (Rowe & Rowe, 1997), MAB performance rather than deficit (Henderson & Sugden, 1992; Brake & Bornholt, 2004)

11. Method (cont.) • Procedure •  approved by the University Ethics Committee, State Government Department of Education and Training, with permission of principal, teachers and parents •  one-to-one administration in small groups with five trained researchers conducted in the school hall •  With various starting points, the children moved among activities with suitable rests over 90 minutes •  descriptive (mean, standard deviation, range) and inferential statistics (t-tests, analysis of variance, correlations, p<.05) use SPSS Windows

12. Cognitive, social and physical profiles • Representative sample (on average) •  cognitive screening close to age appropriate  positive mood (low mean of 4 on CDIS) •  unsociable-sociable close to 50th percentile  inattentive-attentive above 50th percentile • restless-settled behaviour near 50th percentile  BMI near 50th percentile based on WHO Profiles for components of MSM (R reading, F friends, M movement) • as expected, indicators of performance vary with age, and similar scores for girls/boys (ns) • few variations with age or gender in self concepts, feelings, strategies and participation

13. MSM-R Reading • time participation participation self concepts self concepts feel positive feel positive feel negative feel negative task strategy task strategy performance performance key: links r> .3

14. MSM-R Friends • time participation participation self concepts self concepts feel positive feel positive feel negative feel negative task strategy task strategy performance performance

15. MSM-M Movement • time participation participation self concepts self concepts feel positive feel positive feel negative feel negative task strategy task strategy performance performance

16. Distinct processes in MSM Variations in the role of positive and negative feelings highlight MSM in context of reading, friends, movement • MSM-R self concepts support positive feelings (r = .43) and reduce any negative feelings about reading (r = -.24) as one factor to limit subsequent skills (r = -.33) • MSM-F has few distinct features over the common MSM self concepts also feed forward to support developing positive feelings about making friends (r = .23) • MSM-M feeling positive supports participation (r = .34) and contributes to physical task strategies (r = .30)

17. Conclusions • Findings support the hypothesis – with common and distinct processes for MSM in the context of particular cognitive, social and physical activities •  Common MSM highlight social-cognitive processes • - self-stereotyping supports participation in activities • - justification about participation build self concepts •  Understanding developing motivations in context focus on distinct links with positive/negative feelings •  Self concepts and feelings develop independently •  Strategic exceptions may sustain particular feelings over time (such as counter-stereotypical situations) • The alternative common MSM was not supported IMPLICATIONS for screening & differential programmes