Minimal Groups Increase Young Children's Motivation and Learning on Group‐Relevant Tasks. Issue 2 (17th October 2012)

• Record Type: Journal Article
• Authors: Master, Allison; Walton, Gregory M.
• Is Part Of: Child development. Volume 84:Issue 2(2013:Mar./Apr.)
• Page Start: 737
• Page End: 751
• Publication Date: 2012-10-17
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/j.1467-8624.2012.01867.x
• Languages: English
• ISSNs: 0009-3920

Abstract

Abstract : Three experiments ( N = 130) used a minimal group manipulation to show that just perceived membership in a social group boosts young children's motivation for and learning from group‐relevant tasks. In Experiment 1, 4‐year‐old children assigned to a minimal "puzzles group" persisted longer on a challenging puzzle than children identified as the "puzzles child" or children in a control condition. Experiment 2 showed that this boost in motivation occurred only when the group was associated with the task. In Experiment 3, children assigned to a minimal group associated with word learning learned more words than children assigned an analogous individual identity. The studies demonstrate that fostering shared motivations may be a powerful means by which to shape young children's academic outcomes.