ERIC Number: EJ203977
Record Type: Journal
Publication Date: 1979-Apr
Reference Count: N/A
Effort: The Double-Edged Sword in School Achievement.
Covington, Martin V.; Omelich, Carol L.
Journal of Educational Psychology, v71 n2 p169-82 Apr 1979
Undergraduates rated their affective reactions to hypothetical test failures under conditions of high or low effort and in the presence or absence of self-servicing excuses. Then, in the role of teachers, they administered punishment to hypothetical students under the same failure conditions. Results were interpreted using self-worth theory. (Author/RD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A