Cumulative Achievement in a Mastery Instructional System: The Impact of Differences in Resultant Achievement Motivation and Persistence

Abstract

This study developed an approach to evaluating the appropriateness of student effort within a mastery instructional system and then investigated the interrelationship of achievement motivation, effort, and achievement in two college courses. Appropriate effort was strongly correlated with student achievement, even when differences in student aptitude were controlled. In several instances achievement motivation was also shown to be related to the variables assessing student effort and achievement. Path analysis indicated that the influence of achievement motivation on achievement was mostly determined by the relationship of achievement motivation and student errors in expending appropriate effort.