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The Plymouth Student Scientist

Document Type

Psychology Article

Abstract

Children’s academic achievement is influenced by motivation. Motivation, in turn, is affected by emotional regulation and children’s reactions to poor or high achievement. This study investigated academic motivation to gain an understanding of the attributions (effort, ability, difficulty and luck) made by children on their achievements in a maths test among 25 SEN children (i.e., children with emotional, behavioural and social difficulties) and 44 mainstream children. SEN children made more attributions to effort whereas mainstream children made more attributions to ability. Emotional regulation was measured using the Emotion Regulation Questionnaire (ERQ). Emotional reappraisal (i.e., reinterpreting the meaning of emotional stimuli) and suppression (i.e., a person’s knowledge of their emotions) did not differ between schools. Results highlight differences in expectations of achievement between schools: Mainstream children, unlike SEN children, were more likely to want to hide their paper with the results of the maths test despite achieving higher scores in the test. This research expands knowledge of the difference in achievement attributions between academic contexts. This topic should be studied further to ultimately raise the academic motivations of SEN and mainstream children alike.

Publication Date

2015-12-01

Publication Title

The Plymouth Student Scientist

Volume

8

Issue

2

First Page

164

Last Page

178

ISSN

1754-2383

Deposit Date

May 2019

Embargo Period

2024-07-03

URI

http://hdl.handle.net/10026.1/14102

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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