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ERIC Number: ED216872
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Progress-Contingent Rewards: Do They Boost Children's Achievement?
Schunk, Dale H.
This experiment tested the hypothesis that rewards given for progress during competency development promote children's mathematical skill development, percepts of self-efficacy, and interest. Children received didactic instruction in division operations and were offered rewards contingent on their actual progress, rewards for simply participating, or no rewards. Results showed that progress-contingent rewards led to higher task involvement, skill development, perceived efficacy, and interest. Regardless of treatment, perceived efficacy bore a significant and positive relationship to subsequent task interest in the absence of incentives. (Author/MNS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research; Self Efficacy Theory
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 18-23, 1982). Some pages may not reproduce well due to lightness of original.