Project LEMO
The Project LEMO: LEarning MOtivation of Children in Primary School
Motivation is an integral part of every learning process. It manifests itself in our efforts to learn new skills, to improve and demonstrate them. A high learning motivation may contribute to a child’s willingness to deeply engage in solving a task and to persist in the face of difficulties. Learning motivation develops during childhood and it is a prerequisite for successful lifelong learning. Migration background is occasionally considered an at-risk factor for developing school difficulties despite the accentuated motivation to learn frequently found in both pupils with migration backgrounds as well as their parents (cf. Christensen & Stanat, 2006). However, research on this topic remains to be done as regards primary school pupils.
The Project LEMO focuses on the LEarning MOtivation of Children in Primary School. We want to know why children engage in learning activities and what motivates them: Is it the joy of learning itself or the gratification of performing well? And how do success and failure influence the children’s motivation? The situation of children with a migration background is of special interest to us, particularly of those with a Turkish background as they constitute the biggest group of migrant pupils in Germany (Eurydice, 2003/04). We want to gather more information on how we can assist children to benefit even more from their motivational resources during their individual development and learning processes.
Research Questions of the Project LEMO
- Do children with and without migration background differ in their learning motivation?
- Are there different developmental paths for their learning motivation?
- How does learning motivation influence the children’s performance?
- Are there culture-specific strategies of dealing with successes and failures in school?
Research Design
To answer these questions, over 200 children were tested cross-sectionally during the 2009/2010 school year. About half of the children that participated were first graders, the other half fourth graders. Approximately 50 of the pupils had a Turkish background, nearly 100 had a migration background from a range of other countries. Another 50 children had no migration background at all.
Mastery and performance orientation of the children were assessed by investigating their behaviour during a goal-setting task. Fourth graders were directly asked about their motivation in an additional questionnaire.
Scientific Coordinator
Prof. Dr. Marcus Hasselhorn
Anna-Catharina Grohmann, Dipl.-Psych.
