Task-Oriented Versus Competive Learning Structures: Motivational and Performance Consequences.

Covington, Martin V.; Omelich, Carol L.

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Peer reviewed

ERIC Number: EJ310879

Record Type: Journal

Publication Date: 1984

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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

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Language: English

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