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Enhancing Self-Efficacy and Achievement through Rewards and Goals: Motivational and Informational Effects

Dale H. Schunk
The Journal of Educational Research
Vol. 78, No. 1 (Sep. - Oct., 1984), pp. 29-34
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27540089
Page Count: 6
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Enhancing Self-Efficacy and Achievement through Rewards and Goals: Motivational and Informational Effects
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Abstract

This experiment compared the effects of performance-contingent rewards and proximal goals on children's task motivation, self-efficacy, and skillful performance. Children deficient in division skills received division instruction and solved problems. Some children were offered rewards based on their actual performances (rewards only); others pursued proximal performance goals (goals only); and children in a third condition received rewards and goals (rewards + goals). Although the three experimental treatments led to equally rapid problem solving during training, combining rewards with goals resulted in the highest self-efficacy and division performance. Future research should investigate whether proximal goals and performance-contingent rewards enhance self-efficacy through a common informational process. Implications for teaching are discussed.

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