role of task variability and home contextual factors in the academic performance and task motivation of African American elementary school children, The

Journal of Negro Education, The, Winter 2001 by Bailey, Caryn T, Boykin, A Wade

Before testing, the experimenter told the children that they were going to work on several academic tasks that will be presented in two different ways. The children were also told that they would be given one minute to work on each task, however, they were not expected to finish all of the problems on each task or to answer every one correctly. They were encouraged to do their best work and to answer as many problems as they possibly could in the time provided. The children were then presented 20 academic task exemplars in one task variability context, given a five-minute break, and then presented 20 tasks in the other task variability context. The TMQ was administered after both performance contexts were completed. Each experimental session lasted approximately one hour.

RESULTS

Reliability of Measures

DISCUSSION

The purpose of this investigation was to extend the research on the "psychological verve" cultural theme and explore its relationships to school relevant performance and motivation for African American children. These relationships have been empirically explored in order to provide implications for educational practice and for the manner in which learning is provided for these children.

Before discussing the significant findings of the study, it is important to note that grade level was not initially a variable of interest in this investigation. However, due to lack of significant findings with the revised Home Stimulation Perception Questionnaire (HSP), correlational analyses were performed and reported separately for each grade level. Although significant relationships with this measure were not revealed for third graders, a number of significant findings were revealed for fourth graders. It is suggested that the differential effects obtained for the third and fourth grade students are probably evidence of a developmental difference. This is the first study to explore these relationships with third grade children and perhaps the questionnaire protocol format was not as suitable for their age level. For example on the HSP, the distinction between the revised scale ratings may have been confusing to the younger children (i.e. the contrast between "Almost Never" and "Not Much", and between "Not Much" and "Sometimes"). Moreover, the third graders in more cases than the fourth graders verbally expressed being less sure as to what rating option to select. The fourth graders, on the other hand, were more likely to ask the experimenter to reread the question for clarification in order to select a more appropriate response. In general, more time was spent reiterating the instructions and clarifying the procedures for the subjective measures with the third graders than with the fourth graders. Developmental differences have also been found in other studies between children in these age groups regarding their understanding of methodological instructions (Blades & Medilicott, 1992; Hoffner, Cantor, & Thorson, 1988).

Consider that it was expected that home stimulation level would be positively related to children's preference for variability. This relationship was significant for fourth graders, however, no significance was found for third graders. Further methodological refinements will hopefully help reveal if the suggested link between high levels of sensate activity perceived in the home environment and heightened preference for variability can be revealed at earlier ages (Boykin, 1982; McAlister & Pessemier, 1982; Tuck & Boykin, 1989).