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Investigation was made of the effects of three evaluation conditions (teacher, self, peer-comparison) on anagram task performance and continuing motivation (CM) among Iranian grade five students. While evaluation condition appeared to make little difference in the case of performance, its effect on CM was significant—results which are remarkably similar to those obtained with U.S. samples. In addition, the role of general achieving orientations and causal attributions was considered. The relationships of achievement motivation and causal attribution were roughly parallel to those found in the U.S. Neither achievement motivation nor causal attribution appeared to moderate the subjects’ response to evaluation. However, there was some evidence that when the subjects attributed their achievement to themselves they were more likely to exhibit CM.
American Educational Research Journal – SAGE
Published: Nov 23, 2016
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