NotesFAQContact Us
Search Tips
ERIC Number: ED038659
Record Type: RIE
Publication Date: 1970-Mar-4
Pages: 13
Abstractor: N/A
Reference Count: 0
Control of Reinforcement, Goal-setting, and Academic Behavior.
Shea, Dennis J.; Cohen, Karen M.
Thirty sixth grade teachers and their students participated in a motivation training program. The program was based on Charm's theory of personal causation which postulates that "Man's primary motivation is to be effective in causing changes in his environment." When a person feels he is in control of his fate he is positively motivated and confident and acts like an Origin. When his is controlled he is relatively powerless and acts like a Pawn. In order to facilitate the motivation of others teachers must treat pupils like Origins and not Pawns and thus activities were planned that would help children learn more about their motives and how to reach their goals. The trained pupils felt more like Origins than those in an untrained control group. The training helped improve academic performance and helped pupils set more realistic goals and be more successful in reaching them. It appears that goal-setting strategy is related to academic performance because children who set unrealistically high goals tended to perform poorly in school work. It also appears that one's feeling of potency is related to goal-setting because more potent subjects tended to set realistic goals while powerless subjects tended to set very high goals. (RSM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: American Educational Research Association, Washington, DC.
Identifiers: N/A
Note: Paper presented at American Educational Research Association Convention, Minneapolis, Minnesota, March 2-6, 1970