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Peer reviewed Peer reviewed
ERIC Number: EJ310879
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Task-Oriented Versus Competive Learning Structures: Motivational and Performance Consequences.
Covington, Martin V.; Omelich, Carol L.
Journal of Educational Psychology, v76 n6 p1038-50 Dec 1984
This study investigated the motivational and performance consequences of two features of task-mastery learning structures: retesting opportunities and criterion-referenced grading. College students were assigned either to a norm-referenced (competitive) or a criterion-referenced grading system, and to either a single-test or retest condition. (Author/BS)
Descriptors: Academic Achievement, Competition, Criterion Referenced Tests, Higher Education, Learning Strategies, Mastery Learning, Norm Referenced Tests, Path Analysis, Performance Factors, Self Concept, Student Attitudes, Student Motivation, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Retesting; Task Orientation