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J Exp Child Psychol. 2017 Mar;155:32-47. doi: 10.1016/j.jecp.2016.10.010. Epub 2016 Nov 26.

Motivational processes from expectancy-value theory are associated with variability in the error positivity in young children.

Author information

1
University of Michigan, Ann Arbor, MI 48109, USA. Electronic address: mattkim@uoregon.edu.
2
University of Michigan, Ann Arbor, MI 48109, USA.

Abstract

Motivational beliefs and values influence how children approach challenging activities. The current study explored motivational processes from an expectancy-value theory framework by studying children's mistakes and their responses to them by focusing on two event-related potential (ERP) components: the error-related negativity (ERN) and the error positivity (Pe). Motivation was assessed using a child-friendly challenge puzzle task and a brief interview measure prior to ERP testing. Data from 50 4- to 6-year-old children revealed that greater perceived competence beliefs were related to a larger Pe, whereas stronger intrinsic task value beliefs were associated with a smaller Pe. Motivation was unrelated to the ERN. Individual differences in early motivational processes may reflect electrophysiological activity related to conscious error awareness.

KEYWORDS:

Children; Error positivity; Error-related negativity; Expectancy; Motivation; Value

PMID:
27898304
PMCID:
PMC5191917
DOI:
10.1016/j.jecp.2016.10.010
[Indexed for MEDLINE]
Free PMC Article

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