ERIC Number: ED190930
Record Type: RIE
Publication Date: 1980-May
Reference Count: 0
Effort Stability: A New Dimension in the Teacher/Student Value Conflict?
Covington, Martin V.; And Others
Recent research on classroom achievement dynamics suggests a conflict of teacher/student values regarding effort expenditure. Student effort is clearly rewarded and the indifferences punished by teachers. From the student perspective, expending effort when risking failure is a potential threat because high effort/failure invites ascriptions to low ability. The effect of effort stability on teacher and student reactions to failure was investigated to determine if students with a history of persistent effort evaluated differently in failure from students who were characterized by erratic bursts of energy and periods of indifference to study, and to examine, from the student perspective, if a reputation for erratic study patterns acted to reduce shame by deflecting the causes of failure away from low ability. College students made ability inferences and rated affective reactions to hypothetical series of test failures along two dimensions: amount of overall effort and stability of effort. Other subjects, in the role of teachers, administered punishment to hypothetical students under the same conditions. Results confirmed self-worth predictions and strengthened the case for the existence of a conflict of teacher/student values. Within any level of effort (either high or low), one effort pattern was preferred by students and another by teachers. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Western Psychological Association (60th, Honolulu, HI, May 5-9, 1980).