A General Mediated Model of Aspects of Self Knowledge (M-ASK): Children's Participation in Learning Activities across Social Contexts

• Published in: Applied psychology 2007-04, Vol.56 (2), p.302-318
• Main Authors: Bornholt, L.J., Wilson, R.
• Format: Article
• Language: English
• Subjects: Biological and medical sciences; Children & youth; Educational psychology; Fundamental and applied biological sciences. Psychology; Gender differences; Learning; Literacy; Numeracy; Participation; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Pupil and student. Academic achievement and failure; Rural communities; Single sex education; Social context; Social impact; Stereotypes; Studies
• ISSN: 0269-994X; 1464-0597
• DOI: 10.1111/j.1464-0597.2006.00265.x

The project addresses pressing concerns about children's participation in learning. In the M‐ASK model, the effects of self concepts on participation are mediated by task values. The aim was to show where common and variant models apply across personal and social contexts. Study 1 examined M‐ASK models in the context of content (literacy, numeracy) over time in a rural location, and Study 2 examined content, gender, and school type in an urban location. Participants in Study 1 were 11‐ to 12‐year‐old children (N= 102, girls 56%, boys 44%) in a rural location. Participants in Study 2 were 11 to 16 years old (N= 930) at co‐ed (girls 18%, boys 21%) and single‐sex schools (girls 29%, boys 32%) in an urban location. Study 1 supported M‐ASK models for literacy and numeracy at Time 1 and 2. In Study 2, M‐ASK models were common for literacy and numeracy by girls and boys in co‐ed and single‐sex schools. Direct links from self concepts to participation were particular only to traditional stereotypical contexts (literacy for girls and numeracy for boys, in co‐ed schools). The M‐ASK model of participation in learning activities generally holds across content and gender, in rural and urban locations, over time. The applications are vital for the design of common and differentiated motivational programmes to engage children in learning. Le but: Le projet aborde la question urgente de la participation des enfants à l’apprentissage. Dans le modèle M‐ASK, les effets des concepts de soi sur la participation sont donnés en fonction des valeurs de la tâche. Le but ici était de montrer comment des modèles commun ou varié s’appliquent au delà des contextes personnel et social. L’étude 1 fait varier les modèles M‐ASK selon le contenu (littérature, calcul) et le temps, alors que l’étude 2 fait varier le contenu mais aussi le genre et le type d’école. La première a eu lieu dans une zone rurale, la seconde dans une zone urbaine. Les sujets: Les participants à l’étude 1 étaient des enfants âgés de 11 à 12 ans (N= 102, 56% de filles, 44% de garçons) d’une zone rurale. Les sujets de l’étude 2 étaient âgés de 11 à 16 ans (N= 930) et étudiaient dans des écoles mixtes (18% de filles, 21% de garçons) ou non‐mixtes (29% de filles, 32% garçons) d’une zone urbaine. Les résultats: L’étude 1 confirme les modèles M‐ASK pour la littérature et le calcul aux temps 1 et 2. Dans l’étude 2, les modèles M‐ASK sont communs pour la littérature et le calcul pour les filles et les garçons d’école mixtes