Literaturnachweis - Detailanzeige
| Autor/inn/en | Masters, John C.; Christy, Monica C. |
|---|---|
| Institution | Minnesota Univ., Minneapolis. Inst. of Child Development . |
| Titel | Achievement Standards for Contingent Self-Reinforcement: Effects of Task Length and Task Difficulty. |
| Quelle | (1973), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary School Students; Grade 2; Individual Development; Reinforcement; Self Evaluation; Self Reward; Socialization; Task Performance; Young Children |
| Abstract | It was hypothesized that socialization within an achievement-oriented culture would encourage children to adjust the amount of contingent self-reward according to the length and difficulty of a task. A total of 32 second grade children completed long-easy, long-difficult, short-easy, and short-difficult versions of three tasks and set their own amount of reward following each. Long tasks were judged to merit greater amounts of reward than shorter ones, but the effect of difficulty varied across tasks. It is proposed that an additional factor, namely the quality or accuracy of performance, was also governing level of self-reward. Individual differences in amount of self-reward were consistent across tasks. (Author/ST) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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