Motivational processes from expectancy-value theory are associated with variability in the error positivity in young children.
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.
['Kim|Matthew H|MH|', 'Marulis|Loren M|LM|', 'Grammer|Jennie K|JK|', 'Morrison|Frederick J|FJ|', 'Gehring|William J|WJ|']
D059031:Anticipation, Psychological D001290:Attitude D001364:Awareness D002648:Child D002675:Child, Preschool D004569:Electroencephalography D005071:Evoked Potentials D005260:Female D006801:Humans D008297:Male D009042:Motivation D009483:Neuropsychological Tests D011597:Psychomotor Performance D011930:Reaction Time
Motivation Error positivity Children Value Error-related negativity Expectancy