“…This has been done, for example, by instituting a competitive versus individual reward structure (e.g., Ames, 1984;Ames, Ames, & Felker, 1977), by varying the alleged diagnosticity of the task vis vis important abilities (e.g., Nicholls, 1975), by introducing an audience or evaluator versus allowing the individual to perform privately or focusing his or her attention on the task (e.g., Brockner & Hulton, 1978;Carver & Scheier, 1981;E. Diener & SruU, 1979), and by presenting the task with "test" instructions versus "game" or neutral instructions (e.g., Entin & Raynor, 1973;Lekarczyk & Hill, 1969;McCoy, 1965;Sarason, 1972).…”