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Academic Motivation and the Culture of School in Childhood and
Adolescence$
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Cynthia Hudley and Adele E. Gottfried

Print publication date: 2008

Print ISBN-13: 9780195326819

Published to Oxford Scholarship Online: March 2012

DOI: 10.1093/acprof:oso/9780195326819.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 20 August 2019

Competence Motivation in Head Start

Competence Motivation in Head Start

An Early Childhood Link to Learning

Chapter:
(p.15) 2 Competence Motivation in Head Start
Source:
Academic Motivation and the Culture of School in Childhood and Adolescence
Author(s):

Heather L. Rouse

John W. Fantuzzo

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195326819.003.0002

Gaps for minority and low-income students' achievements have shown minute changes over the past two decades which have resulted in mandated improvements for public education. A major federal legislation is the No Child Left Behind policy. However, early childhood educators and researchers disapproved of NCLB legislation due to its restricted emphasis on reading achievement. Developmental science argues that school readiness is a multidimensional concept that includes diverse cognitive, social, and physical skills sets related to academic success. A developmental-ecological model provides a useful theoretical framework in which to examine early childhood research. This chapter illustrates research taken from a brief longitudinal study of the relationships between competence motivation, socioemotional adjustment, and early literacy and mathematics abilities at kindergarten and first grade levels.

Keywords:   public education, NCLB legislation, developmental science, multidimensional concept, competence motivation, socioemotional adjustment, early literacy

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