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

研究成果: Article

4 引用 (Scopus)

抄録

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.

元の言語English
ページ(範囲)367-377
ページ数11
ジャーナルThe Japanese Journal of Educational Psychology
41
発行部数4
DOI
出版物ステータスPublished - 1993

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

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

これを引用

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