Abstract
This study investigated the effect of task difficulty, evaluation condition, and sex of subject on continuing motivation of fifth-graders. Two levels of task difficulty (hard and easy) were crossed with two evaluation conditions (teacher and self). Subjects completed an initial activity and, as a measure of continuing motivation, chose to work on a similar or an alternative activity. An ANOVA of immediate choice revealed significantly higher return rates for teacher evaluation and for boys over girls. No significant treatment effects were noted one week later. Boys returned to a challenging task more than girls did, whereas girls preferred the easier task. Overall, the data contradict the argument that teacher evaluation reduces continuing motivation.
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