Effects of criterion-referenced evaluation on children's intrinsic motivation

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study investigated the effects of criterion-referenced evaluation on children's intrinsic motivation. Two conditions of Evaluation-Standard (criterion-referenced and control) were crossed with two conditions of Evaluation-Subject (evaluation by the teacher and self-evaluation). 148 fifth graders learned the concept and calculation of fraction for 7 days, and took quizzes each day. They were evaluated, based on the result of quizzes corresponding to the four experimental conditions. Results indicated that criterion referenced evaluation increased intrinsic motivation, perceived competence and positive attitude toward the thinking process. Furthermore, several Aptitude Treatment Interactions (ATI) were found, indicating that criterion referenced self evaluation tended to compensate intrinsic motivation for the children who had low motivation as an aptitude.

Original languageEnglish
Pages (from-to)367-377
Number of pages11
JournalThe Japanese Journal of Educational Psychology
Volume41
Issue number4
DOIs
Publication statusPublished - 1993

Fingerprint

intrinsic motivation
Motivation
evaluation
Diagnostic Self Evaluation
Aptitude
aptitude
quiz
Mental Competency
teacher
interaction

Keywords

  • ATI
  • criterion referenced evaluation
  • intrinsic motivation
  • self-evaluation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Effects of criterion-referenced evaluation on children's intrinsic motivation. / Kage, Masaharu.

In: The Japanese Journal of Educational Psychology, Vol. 41, No. 4, 1993, p. 367-377.

Research output: Contribution to journalArticle

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