Motivational styles in English and mathematics among children identified as having special educational needs

Abstract

This study is concerned with the identification, development and prevalence of three different motivational styles: learned helplessness, self-worth motivation and mastery orientation in two National Curriculum core subjects: English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 children in their first year of secondary school (aged 11-12) were categorised into one of the three motivational styles. Children with special educational needs were identified using a battery of cognitive ability tests (Thorndike, Hagen & France, 1986). This study compares the prevalence of each motivational style in English and mathematics in children of different abilities and presents empirical support for the view that learned helplessness and self-worth motivation are more prevalent among children identified as having special educational needs. Further analyses indicate that: overall, learned helplessness and self-worth motivation are more prevalent in English than mathematics; learned helplessness is more prevalent among girls and self-worth motivation among boys in mathematics. Implications for teachers in developing teaching strategies which foster mastery orientation in their children are discussed.