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Effects of Competition as a Motivational Technique in the Classroom

Margaret M. Clifford
American Educational Research Journal
Vol. 9, No. 1 (Winter, 1972), pp. 123-137
Stable URL: http://www.jstor.org/stable/1162055
Page Count: 15
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Effects of Competition as a Motivational Technique in the Classroom
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Abstract

The effects of competitive treatments on performance, interest, and retention were examined with the use of a ten-day vocabulary task administered in sixty-six fifth grade classrooms. Although interest was found to be significantly higher in these treatments than in a control (p≤,0001), neither performance nor retention was increased under the competitive treatments. Based on a review of the literature and the results of this study, a theoretical model was proposed in which performance-increase is a function of task-complexity as well as intrinsic and extrinsic motivation.

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