EFFECTS OF NO FEEDBACK, TASK-RELATED COMMENTS, AND GRADES ON INTRINSIC MOTIVATION AND PERFORMANCE
EFFECTS OF NO FEEDBACK, TASK-RELATED COMMENTS, AND GRADES ON INTRINSIC MOTIVATION AND PERFORMANCE
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DOI：
10.1037/0022-0663.78.3.210
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发表时间：
1986-06-01
影响因子：
4.9
通讯作者：
NISAN, M
中科院分区：
文献类型：
--
作者：
BUTLER, R;NISAN, M
本研究旨在检验以下假设：在收到非威胁性的、与任务相关的评估后，内在动机将得以维持，而在反复未收到反馈或收到控制性规范成绩后，内在动机将被削弱。由 261 名六年级学生组成的 9 个班级被随机分配到这三种反馈条件之一，并在 2 天内的 3 个课程中完成两项有趣的任务，一项是定量的，一项是定性的。在第 1 节和第 2 节之后进行了操纵，并且在第 3 节之后没有预期或收到任何反馈。实验测量包括第 3 节的表现分数和第 3 节之后给出的调查问卷结果，该调查挖掘了兴趣以及成功和努力的归因模式。结果证实了这一假设，并揭示了表现和态度方面反映的内在动机的显着群体差异。
This study was designed to test the hypothesis that intrinsic motivation would be maintained after receipt of nonthreatening, task-related evaluation and undermined after repeated nonreceipt of feedback or receipt of controlling normative grades. Nine classes comprising 261 sixth-grade pupils were randomly assigned to one of these three feedback conditions and were given two interesting tasks, one quantitative and one qualitative, on three sessions over 2 days. The manipulation was applied after Sessions 1 and 2, and no feedback was expected or received after Session 3. Experimental measures consisted of Session 3 performance scores and of the results of a questionnaire, given after Session 3, which tapped interest and patterns of attribution of success and effort. The results confirmed the hypothesis and revealed significant group differences in intrinsic motivation as reflected in both performance and attitudes.