All children need feedback from their teachers on their learning process to enlarge a growth mindset and intrinsic motivation. In this study the content of written texts of teachers on the school...Show moreAll children need feedback from their teachers on their learning process to enlarge a growth mindset and intrinsic motivation. In this study the content of written texts of teachers on the school reports of children in the final grade of primary school are studied and the content of the texts is related to the children’s gender and their cognitive achievements, represented by the scores on their final tests. The reports and test scores are obtained from a longitudinal study at Leiden University. The total amount of words on the reports were counted and the text split up in units. These units were coded for positive and negative values and whether they tell something about the child or not (inclusive/exclusive). Quantitative methods are used to test the (cor)relations between the amount of words or character of the units and gender or final test scores. A qualitative analysis of a sample from the study is used to study the content of the texts in detail. There is a significant negative correlation between the amount of words on the report and the final test scores of children, but no correlation between the final test scores and the character of the units. No relations were found between gender of the child and the amount of words or the character of the unit. The quality of texts for high achieving children is positive, but poor because it contains no advise and little feedback that enhances their learning process or increases their growth mentality. The conclusion is that the texts of teachers on school reports, especially of high achieving children, contribute little to the growth mindset and intrinsic motivation of the child. The study might be restricted because the sample did not reflect the total population. This could be solved with an extension of the sample. The results of the qualitative analysis of 12 reports is promising and gives reason to examine the entire sample in this way.Show less
Background: Children learn about their surroundings through interest, curiosity and explorative behavior. These forms of intrinsic motivation seem to disappear when children start to attend school....Show moreBackground: Children learn about their surroundings through interest, curiosity and explorative behavior. These forms of intrinsic motivation seem to disappear when children start to attend school. The objectives in schools are generally focused on memorizing knowledge instead of the process of learning. To achieve differentiation in the classroom, studies show that stimulating executive functioning and intrinsic motivation in children could lead to better school achievements. Aim: The aim of the present study was to test if a teacher intervention focused on explorative behavior in children, would lead to higher levels of executive functioning and intrinsic motivation in children. Method: Teachers from four different elementary schools and 211 children (8-12 years) with their parents participated in a baseline and a follow-up assessment six months later. During both assessments two questionnaires were filled out by children on their motivation (Prestatie Motivatie Test voor Kinderen) and by parents on the children’s executive functioning (Behavior Rating Inventory of Executive Function). After the baseline assessment the teacher intervention took place. The teachers learned about the development of the brain and how they could stimulate higher thinking processes, social cognition and explorative behavior in children. Results: A correlation was found between intrinsic motivation and the executive functions cognitive flexibility and working memory. Meaning that overall children with increased motivation also showed fewer problems with executive functioning. However, the teacher intervention showed no significant effects on either intrinsic motivation or executive functioning. Conclusion: This research showed that not only extrinsic motivation, but also intrinsic motivation correlates with the executive functions. Although these correlations were found, the teacher intervention showed no significant main effect. To monitor the effects of the teacher intervention more time and feedback is needed. Through longitudinal research behavioral changes in teachers and students can be monitored over time.Show less
