Effects of Motivational and Situational Variables on Achievement Performance [microform] / John R. Boker and Paul A. Games.
Problem-solving performance and goal-setting behavior were investigated in 156 undergraduates who, on Mehrabian's Achievement Scales, demonstrated either the motive to approach success or the motive to avoid failure. Different expectations of success or failure were induced by fictitious preper...
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| Format: | Microfilm Book |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1980.
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| Subjects: |
MARC
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| 100 | 1 | |a Boker, John R. | |
| 245 | 1 | 0 | |a Effects of Motivational and Situational Variables on Achievement Performance |h [microform] / |c John R. Boker and Paul A. Games. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1980. | ||
| 300 | |a 24 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (64th, Boston, MA, April 7-11, 1980). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED189119. | ||
| 520 | |a Problem-solving performance and goal-setting behavior were investigated in 156 undergraduates who, on Mehrabian's Achievement Scales, demonstrated either the motive to approach success or the motive to avoid failure. Different expectations of success or failure were induced by fictitious preperformance information. The degree of success or failure actually experienced on the experimental tasks was manipulated by providing anagrams (word games) which varied in objective difficulty (very easy, average difficulty, insoluble). Results showed that only the degree of experienced success or failure significantly influenced problem-solving performance and subjective correlates of satistaction and ability ratings. Also, individual differences in achievement motives were found to be consistently associated with predicted patterns of goal-setting behavior and task difficulty preferences. Results were discussed in terms of the transfer effects of prior success or failure experiences. (Author/CP) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 20490101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 1 | 7 | |a Achievement Need. |2 ericd. |
| 650 | 0 | 7 | |a Aspiration. |2 ericd. |
| 650 | 1 | 7 | |a Difficulty Level. |2 ericd. |
| 650 | 1 | 7 | |a Expectation. |2 ericd. |
| 650 | 0 | 7 | |a Failure. |2 ericd. |
| 650 | 0 | 7 | |a Goal Orientation. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Puzzles. |2 ericd. |
| 650 | 0 | 7 | |a Self Evaluation (Individuals) |2 ericd. |
| 650 | 0 | 7 | |a Sex Differences. |2 ericd. |
| 650 | 1 | 7 | |a Success. |2 ericd. |
| 650 | 1 | 7 | |a Transfer of Training. |2 ericd. |
| 700 | 1 | |a Games, Paul A. | |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED189119 |h Other scheme |i microfiche |n 1 |