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Fantasy as a driving force : relations between fantasy and motivation in children

Hoff, Eva LU ; Kemdal Pho, Anna LU and Ekman, Alexandra (2017) In Imagination, Cognition and Personality
Abstract (Swedish)
The relationship between children’s fantasy involvement and motivational style at
school was investigated. Participants were 95 Swedish children in third to fifth grade (9–11 years). Fantasy involvement was measured with the Children’s Fantasy Inventory and motivation in the classroom was measured with the Goal Orientation Scales. Results revealed that being highly imaginative was related to higher mastery goal orientation. Among the two subscales with positive fantasy content, one—fanciful and happy fantasies—was connected to mastery goals. Among the two negative fantasy scales one—scary daydreams and attention lapses—was linked to avoidance goals. An implication of the results for teaching and learning situations is that fantasy... (More)
The relationship between children’s fantasy involvement and motivational style at
school was investigated. Participants were 95 Swedish children in third to fifth grade (9–11 years). Fantasy involvement was measured with the Children’s Fantasy Inventory and motivation in the classroom was measured with the Goal Orientation Scales. Results revealed that being highly imaginative was related to higher mastery goal orientation. Among the two subscales with positive fantasy content, one—fanciful and happy fantasies—was connected to mastery goals. Among the two negative fantasy scales one—scary daydreams and attention lapses—was linked to avoidance goals. An implication of the results for teaching and learning situations is that fantasy involvement may function as a resource for motivating students.
(Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
epub
subject
keywords
imagination, fantasy, fantasy involvement, achievement goal theory, mastery goals, learning goals, performance approach goals, ability demonstration goals, avoidance goals, imagination, fantasy, fantasy involvement, achievement goal theory, mastery goals, learning goals, performance approach goals, ability demonstration goals, avoidance goals
in
Imagination, Cognition and Personality
pages
18 pages
publisher
Baywood Publishing Company
ISSN
1541-4477
DOI
10.1177/0276236617734787
language
English
LU publication?
yes
id
abb142b6-df22-47c5-b775-5e2ac200431d
date added to LUP
2017-10-20 16:39:57
date last changed
2017-10-23 09:13:32
@article{abb142b6-df22-47c5-b775-5e2ac200431d,
  abstract     = {The relationship between children’s fantasy involvement and motivational style at<br/>school was investigated. Participants were 95 Swedish children in third to fifth grade (9–11 years). Fantasy involvement was measured with the Children’s Fantasy Inventory and motivation in the classroom was measured with the Goal Orientation Scales. Results revealed that being highly imaginative was related to higher mastery goal orientation. Among the two subscales with positive fantasy content, one—fanciful and happy fantasies—was connected to mastery goals. Among the two negative fantasy scales one—scary daydreams and attention lapses—was linked to avoidance goals. An implication of the results for teaching and learning situations is that fantasy involvement may function as a resource for motivating students.<br/>},
  author       = {Hoff, Eva and Kemdal Pho, Anna and Ekman, Alexandra},
  issn         = {1541-4477},
  keyword      = {imagination,fantasy,fantasy involvement,achievement goal theory,mastery goals,learning goals,performance approach goals,ability demonstration goals,avoidance goals,imagination,fantasy,fantasy involvement,achievement goal theory,mastery goals,learning goals,performance approach goals,ability demonstration goals,avoidance goals},
  language     = {eng},
  month        = {10},
  pages        = {18},
  publisher    = {Baywood Publishing Company},
  series       = {Imagination, Cognition and Personality},
  title        = {Fantasy as a driving force : relations between fantasy and motivation in children},
  url          = {http://dx.doi.org/10.1177/0276236617734787},
  year         = {2017},
}