Freedom From External Evaluation

Maehr, Martin L.; Stallings, William M.

doi:10.1111/j.1467-8624.1972.tb01089.x

Cited by 22 publications

(30 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most of the existing inquiry has concentrated on the influence of external teacher evaluation and students' continuing motivation (e.g., Lepper & Greene, 1975;Lepper, Greene, & Nisbett, 1973;Maehr & Stallings, 1972;Salili, Maehr, Sorensen, & Fyans, 1976). The results of this research generally suggest that the use of external evaluations may function to inhibit continuing motivation.…”

mentioning

confidence: 62%

Continuing Motivation in Science for Early and Late Adolescents

Pascarella¹,

Walberg²,

Junker³

et al. 1981

American Educational Research Journal

View full text Add to dashboard Cite

This study examined the classroom environment correlates of continuing motivation in science for national samples of early and late adolescents. Controlling for achievement in science and student background characteristics, measures of the quality of the classroom social environment, and the utility of science content and classes had significant positive regression weights in both samples with continuing student interest and participation in voluntary science activities. The extent to which teachers, rather than students, controlled the learning environment was negatively associated with continuing motivation. Significant interactions were found between level of achievement in science and two dimensions of the classroom environment. For early adolescents the utility of science content and classes had its strongest positive influence on continuing motivation in science for students at the relatively highest levels of science achievement. A similar interaction was found for the older adolescent sample between science achievement and class morale.A large and growing body of research on the effects of formal schooling has focused on the influence of classroom social environments (e.g., comprehensive reviews by Moos, 1979;Walberg, 1976). The assessment of the The authors thank

show abstract

mentioning

confidence: 62%

Continuing Motivation in Science for Early and Late Adolescents

Pascarella¹,

Walberg²,

Junker³

et al. 1981

American Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…Bandura & Dweck, 1985;Elliott & Dweck, 1985). Indeed, performance goals may well create the very conditions that have been found to undermine intrinsic interest (Deci & Ryan, 1980;Lepper, 1980;Lepper & Greene, 1978;Maehr & Stallings, 1972;Ryan, Mires, & Koestner, 1983).…”

Section: Goals and Task Pursuitmentioning

confidence: 99%

Motivational processes affecting learning.

Dweck¹

1986

American Psychologist

5,223

115

4,157

View full text Add to dashboard Cite

show abstract

“…Salili, Maehr, Sorensen, and Fyans (1976) reported a significant overall effect for self evaluation over teacher evaluation. In two studies reported by Maehr and Stallings (1972), no significant effect for evaluation condition resulted. In one of the studies, however, significantly higher continuing motivation occurred on a difficult task under self evaluation.…”

mentioning

confidence: 80%

“…Harter (1978) reported that children who were not graded chose relatively difficult tasks as opposed to choosing easier tasks when being graded. Similarly, on the easier tasks in the Maehr and Stallings (1972) and Hughes et al (1985) studies, teacher evaluation did not deter students' choice to return to task. In contrast, on the harder tasks, subjects exhibited higher continuing motivation under self evaluation.…”

mentioning

confidence: 91%

Continuing Motivation of Boys and Girls Under Differing Evaluation Conditions and Achievement Levels

Hughes

Sullivan²,

Beaird³

1986

American Educational Research Journal

View full text Add to dashboard Cite

This study investigated the effect of task difficulty, evaluation condition, and sex of subject on continuing motivation of fifthgraders. Two levels of task difficulty (hard and easy) were crossed with two evaluation conditions (teacher and self). Subjects completed an initial activity and, as a measure of continuing motivation, chose to work on a similar or an alternative activity. An ANOVA of immediate choice revealed significantly higher return rates for teacher evaluation and for boys over girls. No significant treatment effects were noted one week later. Boys returned to a challenging task more than girls did, whereas girls preferred the easier task. Overall, the data contradict the argument that teacher evaluation reduces continuing motivation.

show abstract

Freedom From External Evaluation

Cited by 22 publications

References 6 publications

Continuing Motivation in Science for Early and Late Adolescents

Continuing Motivation in Science for Early and Late Adolescents

Motivational processes affecting learning.

Continuing Motivation of Boys and Girls Under Differing Evaluation Conditions and Achievement Levels

Contact Info

Product

Resources

About