"ERIC ED014909: MOTIVATIONAL VARIABLES IN PROGRAMMED LEARNING. THE ROLE OF NEED ACHIEVEMENT, FEAR OF FAILURE, AND STUDENT ESTIMATE OF ACHIEVEMENT AS A FUNCTION OF PROGRAM DIFFICULTY." - Information and Links:

ERIC ED014909: MOTIVATIONAL VARIABLES IN PROGRAMMED LEARNING. THE ROLE OF NEED ACHIEVEMENT, FEAR OF FAILURE, AND STUDENT ESTIMATE OF ACHIEVEMENT AS A FUNCTION OF PROGRAM DIFFICULTY. - Info and Reading Options

"ERIC ED014909: MOTIVATIONAL VARIABLES IN PROGRAMMED LEARNING. THE ROLE OF NEED ACHIEVEMENT, FEAR OF FAILURE, AND STUDENT ESTIMATE OF ACHIEVEMENT AS A FUNCTION OF PROGRAM DIFFICULTY." and the language of the book is English.


“ERIC ED014909: MOTIVATIONAL VARIABLES IN PROGRAMMED LEARNING. THE ROLE OF NEED ACHIEVEMENT, FEAR OF FAILURE, AND STUDENT ESTIMATE OF ACHIEVEMENT AS A FUNCTION OF PROGRAM DIFFICULTY.” Metadata:

  • Title: ➤  ERIC ED014909: MOTIVATIONAL VARIABLES IN PROGRAMMED LEARNING. THE ROLE OF NEED ACHIEVEMENT, FEAR OF FAILURE, AND STUDENT ESTIMATE OF ACHIEVEMENT AS A FUNCTION OF PROGRAM DIFFICULTY.
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  • Language: English

Edition Identifiers:

  • Internet Archive ID: ERIC_ED014909

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"ERIC ED014909: MOTIVATIONAL VARIABLES IN PROGRAMMED LEARNING. THE ROLE OF NEED ACHIEVEMENT, FEAR OF FAILURE, AND STUDENT ESTIMATE OF ACHIEVEMENT AS A FUNCTION OF PROGRAM DIFFICULTY." Description:

The Internet Archive:

STUDENTS' LOSS OF INTEREST IN LEARNING AS THE NOVELTY OF PROGRAMMED INSTRUCTION WEARS OFF SUGGESTED THIS STUDY OF MOTIVATION AND ABILITY AS RELATED TO LEARNING RATE. STEP SIZE, ITEM DIFFICULTY, AND PERSONALITY VARIABLES WERE CONSIDERED BEFORE HYPOTHESIZING THAT STUDENTS OF EQUAL ABILITY WHO ARE STRONGLY MOTIVATED TO ACHIEVE WILL PREFER MORE DIFFICULT TEACHING FRAMES THAN STUDENTS WITH A STRONG "FEAR OF FAILURE." MEASURES OF ACHIEVEMENT MOTIVATION AND HOSTILE PRESS (MOTIVATION THROUGH FEAR OF FAILURE) WERE USED TO STUDY THE EFFECTS OF PROGRAM DIFFICULTY, DEFINED AS ERROR RATE, ON ACHIEVEMENT. GRADE 8 STUDENTS WERE RANDOMLY ASSIGNED TO 6 TREATMENTS TO LEARN SET THEORY FROM LINEAR PROGRAMS, HALF WITH CONSTRUCTED RESPONSES. SELF-PACING WAS ALLOWED. SCORES ON PRE-AND POST-TESTS OF ACHIEVEMENT AND ATTITUDE WERE COMPARED BY RIGOROUS SIGNIFICANCE TESTS, GIVING CONSIDERABLE IMPORT TO THESE CONCLUSIONS. STUDENTS HIGH ON HOSTILE PRESS AND ACHIEVEMENT MOTIVATION WERE HIGH ACHIEVERS. HIGH HOSTILE PRESS STUDENTS LEARNED MORE AND WERE MORE FAVORABLE TOWARD HIGH ERROR RATE PROGRAMS THAN LOW ONES, AND LOW HOSTILE PRESS STUDENTS LEARNED MORE AND WERE MORE FAVORABLE TOWARD LOW ERROR RATE PROGRAMS. (LH)

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