%0 Journal Article %T Fantasy as a Driving Force: Relations Between Fantasy and Motivation in Children %A Alexandra Ekman %A Anna Kemdal Pho %A Eva V. Hoff %J Imagination, Cognition and Personality %@ 1541-4477 %D 2019 %R 10.1177/0276236617734787 %X 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¨C11 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¡ªfanciful and happy fantasies¡ªwas connected to mastery goals. Among the two negative fantasy scales one¡ªscary daydreams and attention lapses¡ªwas 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 %K imagination %K fantasy %K fantasy involvement %K achievement goal theory %K mastery goals %K learning goals %K performance approach goals %K ability demonstration goals %K avoidance goals %U https://journals.sagepub.com/doi/full/10.1177/0276236617734787