Freedom from External Evaluation

Intrinsic motivation as influenced by rewards, task interest, and task structure.

“…Additional research (see a review by Condry, 1977) has demonstrated this effect with nursery school children (Greene & Lepper, 1974;Lepper, Greene, & Nisbett, 1973;Ross, 1975), elementary school children (Maehr & Stallings, 1972), high school students (Kruglanski, Friedman, & Zeevi, 1971), and college students (Benware & Deci, 1975;Deci, 1972aDeci, , 1972bDeci, Benware, & Landry, 1974;Deci, Cascio, & Krusell, 1975). Calder and Staw (1975), Kruglanski et al (1975), and Pritchard, Campbell, and Campbell (1977) also demonstrated that attitudinal measures of intrinsic motivation (i.e., ratings of interest and liking for a task) could be used with similar results.…”

Education that is Multicultural and the Relationship between Preservice Campus Learning and Field Experiences

“…However, their study was conducted in a foreign country (Iran) with a very different culture from that of the United States, so the generalizability of their findings to American schools seems questionable . Kremer (1976) also found a significant effect for self-evaluation over teacher evaluation with sixth graders, but her findings for ninth graders, like the studies of Maehr and Stallings (1972), resulted in no significant main effect for evaluation condition.…”

“…The most common measure of continuing motivation in these studies has been subjects' rate of return to the same type of task in which they previously participated under an experimental condition. Maehr and Stallings (1972) conducted two experiments in which they investigated the effects of self-evaluation and teacher evaluation on continuing motivation. No significant main effect for evaluation condition was obtained in either study , though subjects in one of the two studies exhibited significantly higher continuing motivation on a difficult task (but not on an easier one) under self-evaluation than under teacher evaluation .…”

Increasing Achievement Motivation of Elementary School Students with Mild Disabilities

“…Therefore, they are less likely to take the risks involved in trying something new. However, when students are encouraged to complete something for fun, they are more apt to choose a challenging task (Maehr & Stallings, 1972).…”