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

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

• Laurel Bornholt
• University of Sydney

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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 and colleagues for their
  support and constructive comments on earlier
  spiral models
• project funding by University of Sydney RD grant

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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
  

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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
  teachers 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

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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
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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
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Task strategies support/constrain performance
MSM links self concepts to participation over time

• 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
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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

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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

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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)

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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, plt.05) use SPSS Windows

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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

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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 gt .3
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MSM-R Friends

• time

participation
participation
self concepts
self concepts
feel positive
feel positive
feel negative
feel negative
task strategy
task strategy
performance
performance
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MSM-M Movement

• time

participation
participation
self concepts
self concepts
feel positive
feel positive
feel negative
feel negative
task strategy
task strategy
performance
performance
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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)

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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