Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates

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.

Game-like Tablet Assessment of Approaches to Learning: Assessing Mastery Motivation and Executive Functions

“…It is clear that MM and EF are important for school success (e.g., Berhenke, Miller, Brown, Seifer, & Dickstein, 2011;. In fact, there is evidence that MM and EF are even better predictors of later school performance than IQ (Diamond, 2016;Józsa & Molnár, 2013).…”

“…Thus, we recently have developed the computer based assessment of mastery motivation and executive functions described in this article. We are using an individualized approach first developed by Morgan, Busch-Rossnagel, Maslin-Cole, & ties from motivation, and this work has led to an increasied understanding of executive finctions and mastery motivation in children developing typically and also atypically (Berhenke, et al, 2011;Busch-Rossnagel and Morgan, 2013;Cuskelly, Gilmore, & Carroll, 2013;Hauser-Cram Warfield, Shonkoff, & Krauss, 2001;Wang, Morgan, Hwang, & Liao, 2013;Wang, Morgan, Liao, Chen, Hwang, & Lu, 2016).…”

‘Visual Vivencias’ to understand subjectivity and affective connection in young children

“…Most research has focused on associating emotions to a certain quality such as children being angry or happy (Denham 2006) or children's ability to learn and reading the emotions of others (Berhenke et al 2011;Bosacki 2007;Denham 1986Denham , 2006Denham and Brown 2010). Further, other researchers have used attachment theory to explain children's relationships with adults and how it influences their secure attachment relationships (Colmerm et al 2011;Cortazar and Herreros 2010;Raikes and Thompson 2006;Zanolli et al 1997).…”

Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools

“…1, No. 1;December, 2017 of knowledge is typically lower order, for example, each file can be organized according to instructional strategies including materials targeting lower order skills such as or basic fact information that are typically presented. Modifications of such strategies can also be identified by learning need, for example, for at-risk students whose experiential knowledge needs to be supplemented.…”

“…1, No. 1;December, 2017 world, teachers like Ms. Leonetti are reminded of their love for teaching and vows to revitalize their instructional design, delivery and evaluation of the curriculum through the incorporation of technology. Ms. Leonetti understands that she must embrace the role of technology as a major means of facilitating her students' knowledge base.…”