The effects of evaluation structure on children's intrinsic motivation and learning

Masaharu Kage, Hiroshi Namiki

Research output: Contribution to journalArticle

  • 14 Citations

Abstract

The purpose of the present study was to investigate the effects of evaluation structure on children's intrinsic motivation and learning. The following three experimental conditions were set up in terms of the mode of feedback given to the pupils: norm-referenced evaluation, criterion-referenced evaluation, and self-evaluation. Each of the three classes of sixth graders was randomly assigned to one of the experimental conditions. The learning material was composed of several pages of programmed sheets. The pupils were given feedback based on the result of tests corresponding to the three experimental conditions. The dependent variables consisted of several measures of intrinsic motivation obtained from behavioral indicators and questionnaires. Results indicated that higher intrinsic motivation was revealed in the criterion-referenced evaluation group than in the norm-referenced evaluation group. And the results of a questionnaire showed that increasing pressure was experienced in the norm-referenced evaluation group relative to the criterion-referenced evaluation group. Furthermore, ATI effect was observed between intelligence and the three conditions when perceived competence was used as a dependent variable.

LanguageEnglish
Pages36-45
Number of pages10
JournalThe Japanese Journal of Educational Psychology
Volume38
Issue number1
DOIs
Publication statusPublished - 1990

Fingerprint

intrinsic motivation
Motivation
Learning
evaluation
learning
Pupil
pupil
Group
Diagnostic Self Evaluation
questionnaire
Intelligence
Mental Competency
intelligence
Pressure

Keywords

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

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

The effects of evaluation structure on children's intrinsic motivation and learning. / Kage, Masaharu; Namiki, Hiroshi.

In: The Japanese Journal of Educational Psychology, Vol. 38, No. 1, 1990, p. 36-45.

Research output: Contribution to journalArticle

@article{4680e7fda39449e1b8e45b62f61a2504,
title = "The effects of evaluation structure on children's intrinsic motivation and learning",
abstract = "The purpose of the present study was to investigate the effects of evaluation structure on children's intrinsic motivation and learning. The following three experimental conditions were set up in terms of the mode of feedback given to the pupils: norm-referenced evaluation, criterion-referenced evaluation, and self-evaluation. Each of the three classes of sixth graders was randomly assigned to one of the experimental conditions. The learning material was composed of several pages of programmed sheets. The pupils were given feedback based on the result of tests corresponding to the three experimental conditions. The dependent variables consisted of several measures of intrinsic motivation obtained from behavioral indicators and questionnaires. Results indicated that higher intrinsic motivation was revealed in the criterion-referenced evaluation group than in the norm-referenced evaluation group. And the results of a questionnaire showed that increasing pressure was experienced in the norm-referenced evaluation group relative to the criterion-referenced evaluation group. Furthermore, ATI effect was observed between intelligence and the three conditions when perceived competence was used as a dependent variable.",
keywords = "ATI, criterion-referenced evaluation, evaluation, intrinsic motivation, norm-referenced evaluation",
author = "Masaharu Kage and Hiroshi Namiki",
year = "1990",
doi = "10.5926/jjep1953.38.1_36",
language = "English",
volume = "38",
pages = "36--45",
journal = "Japanese Journal of Educational Psychology",
issn = "0021-5015",
publisher = "Japanese Association of Educational Psychology",
number = "1",

}

TY - JOUR

T1 - The effects of evaluation structure on children's intrinsic motivation and learning

AU - Kage, Masaharu

AU - Namiki, Hiroshi

PY - 1990

Y1 - 1990

N2 - The purpose of the present study was to investigate the effects of evaluation structure on children's intrinsic motivation and learning. The following three experimental conditions were set up in terms of the mode of feedback given to the pupils: norm-referenced evaluation, criterion-referenced evaluation, and self-evaluation. Each of the three classes of sixth graders was randomly assigned to one of the experimental conditions. The learning material was composed of several pages of programmed sheets. The pupils were given feedback based on the result of tests corresponding to the three experimental conditions. The dependent variables consisted of several measures of intrinsic motivation obtained from behavioral indicators and questionnaires. Results indicated that higher intrinsic motivation was revealed in the criterion-referenced evaluation group than in the norm-referenced evaluation group. And the results of a questionnaire showed that increasing pressure was experienced in the norm-referenced evaluation group relative to the criterion-referenced evaluation group. Furthermore, ATI effect was observed between intelligence and the three conditions when perceived competence was used as a dependent variable.

AB - The purpose of the present study was to investigate the effects of evaluation structure on children's intrinsic motivation and learning. The following three experimental conditions were set up in terms of the mode of feedback given to the pupils: norm-referenced evaluation, criterion-referenced evaluation, and self-evaluation. Each of the three classes of sixth graders was randomly assigned to one of the experimental conditions. The learning material was composed of several pages of programmed sheets. The pupils were given feedback based on the result of tests corresponding to the three experimental conditions. The dependent variables consisted of several measures of intrinsic motivation obtained from behavioral indicators and questionnaires. Results indicated that higher intrinsic motivation was revealed in the criterion-referenced evaluation group than in the norm-referenced evaluation group. And the results of a questionnaire showed that increasing pressure was experienced in the norm-referenced evaluation group relative to the criterion-referenced evaluation group. Furthermore, ATI effect was observed between intelligence and the three conditions when perceived competence was used as a dependent variable.

KW - ATI

KW - criterion-referenced evaluation

KW - evaluation

KW - intrinsic motivation

KW - norm-referenced evaluation

UR - http://www.scopus.com/inward/record.url?scp=0039003273&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0039003273&partnerID=8YFLogxK

U2 - 10.5926/jjep1953.38.1_36

DO - 10.5926/jjep1953.38.1_36

M3 - Article

VL - 38

SP - 36

EP - 45

JO - Japanese Journal of Educational Psychology

T2 - Japanese Journal of Educational Psychology

JF - Japanese Journal of Educational Psychology

SN - 0021-5015

IS - 1

ER -