AN: 1994-98528-007SEE
PREVIOUS CHAPTERSEE
NEXT CHAPTER DT: Chapter
TI: Self-worth and college achievement: Motivational
and personality correlates.
AU: Covington,-Martin-V.;
Roberts,-Brent-W. AF: U California, Berkeley, CA, USA
BK: Pintrich, Paul R. (Ed); Brown, Donald R. (Ed); et-al.
(1994). Student motivation, cognition, and learning: Essays in honor of
Wilbert J. McKeachie. (pp. 157-187). Hillsdale, NJ, USA: Lawrence Erlbaum
Associates, Inc. xv, 404 pp.SEE
BOOK IB: 0805813764 (hardcover)
PY: 1994
LA: English AB: (from the chapter) review the research conducted
under the auspices of the Berkeley Teaching/Learning Project . . . dealing
with the identification of individual difference factors important to college
achievement / study the intersect between 2 factors: the tendency of students
to approach success and to avoid failure / present data from our most recent
efforts to extend a self-worth analysis by considering the personality
attributes of those student types we initially identified by motive alone
/ [describe] those characteristic styles of coping, the dynamics of well-being
and levels of personal adjustment associated with the various types / explore
briefly the educational implications of our student typology and how best
to accommodate the variety of needs and reasons for learning represented
in the college classroom ((c) 1997 APA/PsycINFO, all rights reserved)
KP: self worth and other personality attributes, individual
differences in success vs failure motivations and achievement, college
students, educational implications
MJ: *Academic-Achievement-Motivation;
*College-Academic-Achievement;
*Personality-Traits MN: College-Students;
Individual-Differences;
Self-Concept CC: 3550-Academic-Learning-and-Achievement; 3550; 35
AG: Adulthood
PO: Human
SF: References
AT: Psychology:-Professional-and-Research
UD: 199701
-Record
7 of 33 in PsycINFO 1989-1992 AN: 1992-98187-000
DT: Authored-Book; Book
TI: Making the grade: A self-worth perspective on motivation
and school reform.
AU: Covington,-Martin-V.. AF: U California, Berkeley, CA, USA
PB: New York, NY, USA: Cambridge University Press. (1992).
viii, 351 pp.
IB: 0521342619 (hardcover); 052134803X (paperback)
PY: 1992
LA: English AB: (from the book) Achievement behavior in schools can
be understood best in terms of students' attempts to maintain a positive
self-image. For many students, expending effort is scary because a combination
of effort and failure implies low ability. Students have a variety of techniques
for avoiding failure, ranging from cheating to setting goals that are so
easily achieved that no risk is involved. Although teachers usually reward
achievement and punish lack of effort, for many students risking the sense
of defeat that comes from trying hard and not succeeding is too daunting.
In "Making the grade," MartinCovington extracts powerful educational
implications from self-worth theory and other contemporary views that will
be useful for educators, parents, and all people concerned with the educational
dilemmas we face. ((c) 1997 APA/PsycINFO, all rights reserved)
KP: discusses academic achievement motivation and behavior
in students; draws educatonal implications from self-worth theory
MJ: *Academic-Achievement-Motivation;
*Self-Esteem MN: School-Learning;
Students- CC: 3550-Academic-Learning-and-Achievement; 3550; 35
PO: Human
SF: References
AT: Psychology:-Professional-and-
-Record
9 of 33 in PsycINFO 1989-1992 AN: 1992-33085-001
DT: Journal-Article
TI: Putting self back in the process: A discussant's
perspective.
AU: Covington,-Martin-V.. AF: U California, Berkeley, USA
SO: Journal-of-Experimental-Education.
1991 Fal; Vol 60(1): 82-88.
JN: Journal-of-Experimental-Education;
SI: Special Issue: Unraveling motivation
IS: 0022-0973
PY: 1991
LA: English AB: Remarks on the contributions to this special journal
issue devoted to the theme of motivation. The issue's basic message is
that the notion of the "self as agency" is an insufficient description
of human behavior and that a more complete interpretation requires an important
modification: "the self as valued agency." Remarks focus on the different
reasons for learning, motives as goals, and personal limitations. ((c)
1997 APA/PsycINFO, all rights reserved)
KP: role of self in motivational processes of learning,
students
MJ: *Learning-;
*Motivation-;
*Self-Concept;
*Self-Perception CC: 3550-Academic-Learning-and-Achievement; 3550; 35
PO: Human
UD: 199209
-Record
10 of 33 in PsycINFO 1989-1992 AN: 1991-98170-007SEE
PREVIOUS CHAPTERSEE
NEXT CHAPTER DT: Chapter
TI: Need achievement revisited: Verification of Atkinson's
original 2 X 2 model.
AU: Covington,-Martin-V.;
Omelich,-Carol-L. AF: U California, Berkeley, CA, USA
BK: Spielberger, Charles Donald (Ed); Sarason, Irwin
G. (Ed); et-al. (1991). Stress and emotion: Anxiety, anger, and curiosity,
Vol. 14. The series in clinical psychology and The series in stress and
emotion: Anxiety, anger, and curiosity. (pp. 85-105). New York, NY, USA:
Hemisphere Publishing Corp. xv, 340 pp.SEE
BOOK IB: 1560321873 (hardcover)
PY: 1991
LA: English AB: (from the chapter) the purpose of this study was
to test Atkinson's original need achievement model for classifying individuals
by means of a two-dimensional approach/avoidance matrix / if achievement
initiation is bipolar, then behaviors known to characterize hope-of-success
and fear-of-failure tendencies should differentiate individuals into only
two unique groups / if, however, achievement motivation is quadrapolar,
as expected, then behavioral differences should emerge among four motive
groups /// self-perceptions of ability / anxiety arousal / quality and
amount of study / quality and amount of effort ((c) 1997 APA/PsycINFO,
all rights reserved)
MJ: *Achievement-Motivation;
*Fear-of-Success MN: Anxiety-;
Self-Perception;
Avoidance-;
Failure- CC: 2360-Motivation-and-Emotion; 2360; 23
PO: Human
SF: References
AT: Psychology:-Professional-and-Research
UD: 199701
-Record
1 of 1 in PsycINFO 1977-1983 AN: 1981-04118-001
DT: Journal-Article
TI: Is effortenough, or does diligence
count too? Student and teacher reactions to effort stability in failure.
AU: Covington,-Martin-V.;
Spratt,-Michael-F.;
Omelich,-Carol-L. AF: U California, Berkeley
SO: Journal-of-Educational-Psychology.
1980 Dec; Vol 72(6): 717-729.
JN: Journal-of-Educational-Psychology;
IS: 0022-0663
PY: 1980
LA: English AB: Research indicates that although teachers encourage
achievement through effort, students often minimize study to avoid the
implication that they lack ability if they fail. Effort stability was examined
in this context. Are steady, diligent workers evaluated differently from
those who are erratic in their study patterns? Does a reputation for variable
study patterns reduce shame by deflecting the causes of failure from low
ability? 187 undergraduates (who had been rated on the Michigan State Self-Concept
of Ability Scale) rated affective reactions to a series of hypothetical
test failures along 2 dimensions: amount of overall effort and stability
of effort. An additional 187 undergraduates in the role of teachers administered
punishment to hypothetical students under the same conditions. Results
indicate that although effort stability contributed little to variations
in student affect, it did influence teacher judgments, suggesting that
determination of feedback is a more complex process than implied by a simple
distinction between teachers as reinforcers of modifiable (unstable) behavior
and moralistic conveyors of a work ethic. (45 ref) ((c) 1997 APA/PsycINFO,
all rights reserved)
KP: amount and stability of effort and subsequent test
failures, student affect and attributions and teacher judgments and punishment,
college students
MJ: *Attribution-;
*College-Academic-Achievement;
*College-Students;
*Student-Attitudes;
*Energy-Expenditure MN: Academic-Failure;
Teacher-Attitudes;
Teacher-Student-Interaction CC: 3550-Academic-Learning-and-Achievement; 3550; 35
AG: Adulthood
PO: Human
SF: References
UD: 198102
-Record
1 of 1 in PsycINFO 1977-1983 AN: 1979-29720-001
DT: Journal-Article
TI: Effort: The double-edged sword in school
achievement.
AU: Covington,-Martin-V.;
Omelich,-Carol-L. AF: U California, Berkeley
SO: Journal-of-Educational-Psychology.
1979 Apr; Vol 71(2): 169-182.
JN: Journal-of-Educational-Psychology;
IS: 0022-0663
PY: 1979
LA: English
AB: 360 undergraduates rated their affective reactions
to hypothetical test failures under conditions of high or low effort and
in the presence or absence of self-serving excuses. Then, in the role of
teachers, they administered punishment to hypothetical students under the
same failure conditions. Inability attributions and negative affect were
greatest when failure followed much effort. Conversely, failure reflected
less on ability, and shame was correspondingly reduced when students studied
little--the same failure condition that Ss, in the role of teachers, punished
most severely. (64 ref) ((c) 1997 APA/PsycINFO, all rights reserved)
KP: high vs low effort and presence vs absence of self
serving excuses, affective reactions to hypothetical test failures and
administration of punishment in role of teacher, college students
MJ: *Ability-Level;
*Academic-Failure;
*College-Students;
*Energy-Expenditure;
*Self-Concept MN: Emotional-Responses;
Punishment-;
Self-Evaluation;
Role-Playing CC: 3560-Classroom-Dynamics-and-Student-Adjustment-and-Attitudes;
3560; 35
AG: Adulthood
PO: Human
SF: References
UD: 197910
-Record
1 of 144 in PsycINFO 1996-1998/12 AN: 1997-04978-004
DT: Journal-Article
TI: The retention of freshmen students: An examination
of the assumptions, beliefs, and perceptions held by college administrators
and faculty.
AU: Braunstein,-Andrew;
McGrath,-Michael AF: Iona Coll, New Rochelle, NY, USA
SO: College-Student-Journal.
1997 Jun; Vol 31(2): 188-200.
JN: College-Student-Journal;
IS: 0146-3934
PY: 1997
LA: English AB: Examined the assumptions, beliefs, and perceptions
regarding freshmen retention held by college administrators and faculty.
A process of data collection and analysis known as triangulation was utilized.
Data were collected by interviewing 8 administrators and faculty (mean
age 46.2 yrs), by observing them in various settings on campus, and by
reviewing college documents. Results of the qualitative data indicate that
administrator and faculty perceptions of why freshmen leave are consistent.
However, the data also indicate that the participants hold different views
on the ways in which they work with freshmen and the ways in which retention
issues should be addressed by the college. ((c) 1998 APA/PsycINFO, all
rights reserved)
KP: assumptions and beliefs and perceptions of freshmen
retention, college administrators and faculty (mean age 46.2
yrs)
MJ: *Adult-Attitudes;
*College-Students;
*Educational-Personnel;
*School-Administrators;
*School-Retention MN: Adulthood- CC: 3510-Educational-Administration-and-Personnel; 3510;
35
AG: Adulthood; Thirties; Middle-Age
PO: Human; Male; Female
LO: USA
PT: Empirical-Study
SF: References
UD: 199803
-Record
3 of 144 in PsycINFO 1996-1998/12 AN: 1996-05979-003
DT: Journal-Article
TI: The scheduling of knowledge of results.
AU: Kohl,-Robert-M.;
Guadagnoli,-Mark-A. AF: Wayne State U, Div of Health, Physical Education
and Recreation, Detroit, MI, USA
SO: Journal-of-Motor-Behavior.
1996 Sep; Vol 28(3): 233-240.
JN: Journal-of-Motor-Behavior;
IS: 0022-2895
PY: 1996
LA: English AB: Examined the acquisition effects of knowledge of
results (KR) scheduling on no-KR retention. In Exp 1, with 36 undergraduates,
the group that alternated between 12 KR and 12 no-KR responses produced
better retention than both the group that alternated between 6 KR and 6
no-KR responses and an all-KR group. The partial KR group that performed
the best on retention also received the least number of reversals from
KR to no-KR responses and from no-KR to KR responses, however. In Exp 2,
with 70 undergraduates, when acquisition KR reversals were held constant
for partial KR groups, groups that received either random KR scheduling
or all KR produced similar and better retention than groups who received
blocked KR scheduling. ((c) 1997 APA/PsycINFO, all rights reserved)
KP: type of knowledge of results scheduling, no knowledge
of results retention,
college students
MJ: *Knowledge-of-Results;
*Reinforcement-Schedules;
*Retention- MN: Adulthood- CC: 2343-Learning-and-Memory; 2343; 23
AG: Adulthood
PO: Human
PT: Empirical-Study
SF: References
UD: 199701-
-Record
4 of 144 in PsycINFO 1993-1995 AN: 1996-25306-001
DT: Journal-Article
TI: The positive impact of creative activity: Effects
of creative task engagement and motivational focus on college students'
learning.
AU: Conti,-Regina;
Amabile,-Teresa-M.;
Pollak,-Sara AF: Colgate U, Dept of Psychology, Hamilton, NY, USA
SO: Personality-and-Social-Psychology-Bulletin.
1995 Oct; Vol 21(10): 1107-1116.
JN: Personality-and-Social-Psychology-Bulletin;
IS: 0146-1672
PY: 1995
LA: English AB: Assessed the effect of creative task engagement and
motivation condition on immediate recall, creativity, subsequent interest,
and long-term retention with 95 undergraduates. Before reading a short
instructional passage, Ss completed either a creative or a noncreative
pretask and heard 1 of 3 sets of directions, emphasizing a different motive:
task focused (emphasizing intrinsic involvement), test focused (emphasizing
external evaluation), or task/test focused. After reading the passage,
Ss answered questions assessing immediate retention, wrote a creative essay,
and responded to a questionnaire assessing intrinsic and extrinsic motivation.
A phone quiz assessed long-term retention 5 days later. Creative task engagement
was found to be an effective means of enhancing creativity (in the absence
of evaluation expectation), intrinsic motivation, and long-term retention.
Immediate recall was highest in test-focused Ss. ((c) 1997 APA/PsycINFO,
all rights reserved)
KP: creative task engagement and motivational focus,
creativity and intrinsic and extrinsic motivation and immediate recall
and long term retention, college students, 5 day followup
MJ: *Attention-;
*Creativity-;
*Motivation-;
*Recall-Learning;
*Long-Term-Memory MN: Adulthood-;
Extrinsic-Motivation;
Followup-Studies;
Intrinsic-Motivation CC: 2343-Learning-and-Memory; 2343; 23
AG: Adulthood
PO: Human
PT: Empirical-Study; Followup-Study
UD: 199609
