It's Best to Be Able and Virtuous Too: Student and Teacher Evaluative Responses to Successful Effort.

Covington, Martin V.; Omelich, Carol L.

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Peer reviewed

ERIC Number: EJ218634

Record Type: Journal

Publication Date: 1979-Oct

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It's Best to Be Able and Virtuous Too: Student and Teacher Evaluative Responses to Successful Effort.

Covington, Martin V.; Omelich, Carol L.

Journal of Educational Psychology, v71 n5 p688-700 Oct 1979

Undergraduates rated their affective reactions to hypothetical test performances under four success conditions. Then, in the role of teachers, they administered rewards to hypothetical students under identical conditions. Both positive self-evaluation and teacher praise were greatest when success followed effort. Perceptions of ability also enhanced positive affect. (Author/RD)

Descriptors: Academic Ability, Achievement, Affective Behavior, Attribution Theory, Higher Education, Individual Differences, Positive Reinforcement, Self Concept, Sex Differences, Student Characteristics, Student Motivation, Student Teacher Relationship, Success, Teacher Behavior

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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