QUALITY AND EQUALITY IN INTELLECTUAL-DEVELOPMENT - ROLE OF MOTIVATION IN EDUCATION

Proposes equal development of the intellectual potential of all children, or maximum possible quality of development, as a goal for education. Satisfactory progress toward this goal depends on maintenance of optimum motivation in all children. Three perspectives on motivation for intellectual and academic development are critically examined with the goal of equality of optimum motivation in view. An analysis of causal attributions for success and failure helps explain pervasive inequality in optimum motivation in schools today. Attribution for task choice and involvement (analyzed using the endogenous-exogenous partition and a conception of task-oriented motivation) both suggest ways of increasing equality of optimum motivation. A number of limitations of current theories, research, and popular practices are indicated. (82 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1979 American Psychological Association.