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How Children Learn Interests, Motives, and Attitudes by Dale B. Harris - 1950Other chapters of this yearbook concern themselves with motivation. Undoubtedly the problem of "motivation to learning" is central both to educational psychology and to schoolroom procedure. In this chapter we consider the interests and attitudes of children, and at the outset we present the notion that interests and attitudes in children are best understood when viewed as externalized expressions of motives. Hilgard and Russell, elsewhere in this yearbook, consider as a motive anything that energizes and directs conduct. Earlier writers made a distinction between motives on the one hand and attitudes and interests on the other. The latter were considered as channels through which motives are expressed. Allport takes the position that attitudes and interests may have motive power in their own right as well as being simply directional. Social psychologists in the last fifteen years have tended to follow Allport.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 49, No. 1. |
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