Fantasy as a Driving Force: Relations Between Fantasy and Motivation in Children

Abstract

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.