兒童의 內在的 動機開發과 教育

Children s intrinsic motivation development and education

How do children become curious, learn to master their environment, and perceive that they are effective and competent? Theories of the development of intrinsic motivation can be grouped into three categories-cognitive, competence, and attribution theories-since each emphasizes different aspects of intrinsic motivation. Cognitive theorists assert that intrinsic motivation is produced when children encounter experiences discrepant from their current cognitive level and they attempt to understand the new experiences. Such behaviors as curiosity, exploration, investigation, and manipulation may be indicators of children s attempts to reduce this cognitive discrepancy (conceptual conflict). Competence theorists focus upon children s mastery of their environment as the core of intrinsic motivation. Children seek to interact effectively with their environment. Through mastery the child experiences a feeling of efficacy, which is an intrinsic motivation. The indicators of competence motivation are selectivity, persistence, and exploration. Attribution theory deals with how children perceive the cause of their behavior. When children attribute the cause of their behavior, to their own efforts, competence, or self-selection of goals, intrinsic motivation is likely to be enhanced. Across theories, children are not viewed as being either high or low in intrinsic motivation, but rather their motivation varies depending on specific content areas and conditions influencing cognitive conflicts, competence, or attribution. While these three broad divisions have provided different perspectives for research, there may be interrelationships between cognitive, competence, and attribution intrinsic motivation, but may allow for the child s experience of mastery and competence through developing understanding of unfamiliar materials. People seek out incongruity to experience competence through resolution of cognitive conflict. Further, if the environment provides feedback to children about their competence, both mastery and attributions of mastery should be enhanced. Childhood educators should therefore attempt to develop all three aspects of intrinsic motivation. Reviewing the research concerned with the intrinsic motivation development, the researcher makes the following conclusions. All adults and teachers who work with children should be aware of the importance of (1) providing a novel, varied, and challenging home environment from birth. (2) providing experiences in which children have a noticeable effect on the environment. (3) providing an environment that is responsive to the child s actions. (4) responding positively to children s questions, and encouraging children to find their own solutions to problems. (5) rewarding children with praise which gives them a feeling of competence. (6) providing children with opportunity to investigate individual areas of interest and curiosity. (7) giving children choices about their preferred activities. (8) establishing an atmosphere of trust so that children are not anxious about asking questions or making mistakes.