Adele Eskeles Gottfried

Academic intrinsic motivation in young elementary school children

Two studies, 1 longitudinal and 1 cross-sectional, demonstrate that for young elementary school children, academic intrinsic motivation is a reliable, valid, and significant construct. Findings are discussed with regard to developmental theories of intrinsic motivation and the significance of academic intrinsic motivation for childrens education

Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence

Research has established that academic intrinsic motivation, enjoyment of school learning without receipt of external rewards, significantly declines across childhood through adolescence. Math intrinsic motivation evidences the most severe decline compared with other subject areas. This study addresses this developmental decline in math intrinsic motivation, and also serves as a resource for applied researchers by providing exemplary illustrations of approaches to longitudinal modeling. Using a multivariate latent change model, the longitudinal relationship between academic intrinsic math motivation and math achievement among participants (n = 114) aged 9—17 years was examined to explain this motivational decline. On average, both math motivation and achievement decreased over time. This study reveals that math achievement is a significant contributor to the developmental decline in intrinsic math motivation from childhood through adolescence. In addition, academic intrinsic math motivation was found to be related to initial and later levels of mathematics achievement. These findings enhance understanding of developmental processes whereby early motivation and achievement are related to subsequent declines in mathematics.

A Longitudinal Study of Academic Intrinsic Motivation in Intellectually Gifted Children: Childhood Through Early Adolescence

Academic intrinsic motivation of intellectually gifted children and a comparison group was examined in the Fullerton Longitudinal Study. Children at ages 9 through 13 years were administered the Childrens Academic Intrinsic Motivation Inventory which assesses intrinsic motivation for school learning in reading, math, social studies, science, and for school in general. Analyses showed that across the ages, relative to a peer comparison, gifted children had significantly higher academic intrinsic motivation across all subject areas and school in general. It is suggested that: Children who become intellectually gifted enjoy the process of learning to a greater extent; intrinsic motivation is important for potentiation of giftedness; Assessment of academic intrinsic motivation be included in selection of children for gifted programs.

Maternal employment and children's development : longitudinal research

I. Introduction.- 1 Maternal Employment and Childrens Development: An Introduction to the Issues.- II. Longitudinal Studies.- 2 Maternal Employment, Family Environment, and Childrens Development: Infancy through the School Years.- 3 The Influences of Maternal Employment across Life: The New York Longitudinal Study.- 4 Maternal Employment and the Transition to Parenthood.- 5 Maternal Employment When Children Are Toddlers and Kindergartners.- 6 Maternal Employment and Sex Typing in Early Adolescence: Contemporaneous and Longitudinal Relations.- 7 Maternal Separation Anxiety: Its Role in the Balance of Employment and Motherhood in Mothers of Infants.- III. Maternal Employment: Integration of Findings, Corporate Applications, and Social Policies.- 8 Balancing Work and Family Lives: Research and Corporate Applications.- 9 Maternal Employment and Childrens Development: An Integration of Longitudinal Findings with Implications for Social Policy.

Educational Characteristics of Adolescents with Gifted Academic Intrinsic Motivation: A Longitudinal Investigation from School Entry through Early Adulthood.

The construct of gifted motivation was examined in a contemporary, long-term, longitudinal investigation. Adolescents with extremely high academic intrinsic motivation (i.e., gifted motivation) were compared to their cohort peer comparison on a variety of educationally relevant measures from elementary school through the early adulthood years. Assessment of academic intrinsic motivation was based on the Children’s Academic Intrinsic Motivation Inventory. Cross-time, pervasive differences resulted favoring the gifted motivation compared to the cohort comparison group on motivation, achievement, classroom functioning, intellectual performance, self-concept, and postsecondary educational progress. Meaningful effect sizes were obtained and corroborated by teachers’ observations. Gifted motivation proved to be distinct from gifted intelligence. This research serves to expand the definition of giftedness to include the construct of gifted motivation in its own right. These findings have implications for identifying students with gifted motivation for entry into programs for the gifted.

Redefining Families: Implications for Children's Development

Introduction: Demography and Changing Families (A.E. Gottfried, A.W. Gottfried). Alternative Families and Childrens Development: Primary Caregiving Fathers in Intact Familes (N. Radin). Role of Maternal and Dual-Earner Employment in Childrens Development (A.E. Gottfried et al.). Revolution and Reassessment (C.E. Depner). The Gap between Psychosocial Assumptions and Empirical Research in Lesbian Mother Child Custody Cases (P.J. Falk). Gay Dads (R.L. Barret, B.E. Robinson). Custodial Grandparenting (R.J. Shore, B. Hayslip, Jr.). Overview: Impact of Redefined Families on Childrens Development (A.E. Gottfried, A.W. Gottfried). Index.

Toward the Development of a Conceptualization of Gifted Motivation

Whereas perspectives on giftedness have included motivation as a construct related to giftedness, the proposed conceptualization advances a new view that motivation is an area of giftedness in and of itself. Academic intrinsic motivation (i.e., enjoyment of school learning) is the domain focused upon in this conceptualization inasmuch as it has inherent ties to cognition, gifted intellect, and achievement. Research supports the following criteria, advanced as a beginning effort toward the development of a conceptualization of a gifted motivation construct: (a) significantly higher academic intrinsic motivation is evidenced by intellectually gifted compared to their comparison cohort; (b) academic intrinsic motivation is significantly, positively, and uniquely related to academic achievement above and beyond IQ; (c) academic intrinsic motivation evidences substantial continuity from childhood through adolescence; and (d) environment is significantly related to academic intrinsic motivation. The construct of gifted motivation serves heuristic purposes to advance further inquiry and also has implications regarding the development and implementation of giftedness programs. Suggestions are made regarding research needed for further development of a gifted motivation construct.

Relationships between academic intrinsic motivation and anxiety in children and young adolescents

Abstract To test the hypothesis that academic intrinsic motivation and anxiety are negatively related when both are differentiated into academic subject areas, two self-report inventories measuring academic intrinsic motivation and anxiety were administered to fourth and seventh graders. Each inventory was differentiated into the subject areas of reading, math, social studies, and science to determine whether the relationship between academic intrinsic motivation and anxiety would vary according to subject area. The results supported the hypothesis and showed that the relationship is differentiated according to subject area. Fourth and seventh graders differed in the pattern of relationships. For seventh graders, negative correlations between academic intrinsic motivation and anxiety occurred only within corresponding subject areas, while for fourth graders the negative correlations occurred both within corresponding and between noncorresponding subject areas. Implications for assessment and school intervention are advanced.

The Fullerton Longitudinal Study: A Long-Term Investigation of Intellectual and Motivational Giftedness

The Fullerton Longitudinal Study is a contemporary prospective investigation that spans approximately a quarter of a century. Commencing at age 1, children and their families were systematically followed every 6 months from infancy through preschool and annually at ages 5 through 17. They were again assessed at age 24. The course of development for intellectually and motivationally gifted children was studied across a. breadth of developmental domains including academic, cognitive, self-perceptions, temperament, behavioral, social, family/environmental processes, and adult educational achievement. Presented are the methodology and unique aspects of this research that contribute to the study of giftedness. Major findings regarding these two distinct dimensions of giftedness are presented, with some implications for practice and directions for future research.

A latent transition analysis of academic intrinsic motivation from childhood through adolescence

A longitudinal modeling approach was utilized to determine the existence of latent classes with regard to academic intrinsic motivation and the points of stability and transition of individuals between and within classes. A special type of latent Markov Chain model using Mplus was fit to data from the Fullerton Longitudinal Study, with academic intrinsic motivation measured from ages 9 through 17. Model fit using the Bayesian Information Criterion index was examined. The best fit involved a 3-class model, with classes designated as motivationally gifted, intermediate, and at-risk. Transitions between classes occurred mainly during childhood, whereas stability ensued by age 13. Methodological contributions are discussed, as well as theory and applications of the findings with regard to academic intrinsic motivation.