| Title: |
Threats to Creative Learning in the Primary-School: Energies Diverted into Performative Orientations |
| Language: |
English |
| Authors: |
Hargreaves, Eleanore (ORCID 0000-0002-5630-6995); Buchanan, Denise; Quick, Laura |
| Source: |
Cambridge Journal of Education. 2023 53(6):725-741. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2023 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Foreign Countries; Elementary School Students; Low Achievement; Self Determination; Psychological Patterns; Creativity; Peer Relationship; Biographies; Social Behavior; Educational Attainment; Outcomes of Education; Student Motivation; Self Concept; Performance |
| Geographic Terms: |
United Kingdom (Great Britain) |
| DOI: |
10.1080/0305764X.2023.2234846 |
| ISSN: |
0305-764X; 1469-3577 |
| Abstract: |
This article tracks the life-histories of 23 British schoolchildren aged from seven to 12 who were designated as 'lower-attaining' at age seven. Drawing on Self Determination Theory's mini-theory of Causality Orientations, the authors explored whether/how children with a Controlled or Impersonal Orientation approached creative learning differently from those with an Autonomy Orientation. Six detailed life-histories presented illuminate that children with a Controlled or Impersonal Orientation often channelled their energies into conformity, as well as avoidance of subordination and punishment, diverting them away from creative learning. Relationships with peers also influenced their orientations significantly. Using Chris Watkins' concepts of Learning Orientation and Performance Orientation, based on Carol Dweck's Growth and Fixed Mindset theories, they conclude that their life-histories highlight a focus in schooling on both prior attainment and the end product -- 'performances' -- rather than children's motivated engagement with learning. This threatens the chance that they achieve positive-experience and wellness outcomes through creative learning. |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
EJ1402881 |
| Database: |
ERIC |