Effort: The Double-Edged Sword in School Achievement.

Covington, Martin V.; Omelich, Carol L.

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Peer reviewed

ERIC Number: EJ203977

Record Type: Journal

Publication Date: 1979-Apr

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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)

Descriptors: Academic Ability, Achievement, Affective Behavior, Behavior Theories, Failure, Higher Education, Self Concept, Student Characteristics, Student Motivation, Student Teacher Relationship, Technical Reports

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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