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A Further Consideration of the Effects of Evaluation on Motivation1:

A Further Consideration of the Effects of Evaluation on Motivation1: 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

A Further Consideration of the Effects of Evaluation on Motivation1:

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References (49)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312013002085
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

American Educational Research JournalSAGE

Published: Nov 23, 2016

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