Motivation as an Outcome of Schooling

Abstract

Approval and direction strategies were employed with 8 intact third-grade classrooms to induce children to draw pictures of boats in four classrooms and pictures of flowers in the remainder. Half of the classrooms were exposed to three drawing sessions while the rest were subjected to 10 sessions. On criterion measures taken subsequent to the last treatment session, pupils given approval drew more boat (or flower) pictures than did children exposed to direction. Further, the pictures drawn under direction for 10 days showed a significant decline in quality.