By Leslie J. Fyans Jr. (auth.), Leslie J. Fyans Jr. (eds.)
This booklet all started as a symposium on fulfillment Motiva tion on the 1978 American academic learn organization conference. The contributors in that symposium have been Jack Atkinson, Martin Maehr, Dick De Charms, Joel Raynor, and Dave Hunt. the next reaction to that symposium indicated a "coming of age" for motivation concept by way of schooling. quickly in a while, at a Motivation in schooling convention at college of Michigan, Ann Arbor, it turned obvious that because of this emergence of motivation what used to be wanted was once a complete viewpoint as to the cutting-edge of feat idea. fulfillment idea had via now good exceeded its beginnings within the Nineteen Fifties and Sixties and was once prepared for a composite presentation and profile of the new study and theories of motivation. hence, this quantity used to be born. i want to take this chance to thank each one contribu tor to this e-book in addition to Robert L. Linn who seriously reviewed a number of of the manuscripts. thank you also are because of my former graduate advisors, Martin L. Maehr, Maurice Tatsuoka, and Harry Triandis, for the viewpoints given me in graduate university schooling which i am hoping have benefitted this lower than taking. Joyce Fitch did a excellent joh typing a lot of those chapters and unique gratitude could be given to Judy Cadle prone, Inc. for the composition and proofing of this book.
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Additional info for Achievement Motivation: Recent Trends in Theory and Research
The problems are difficult, he finds himself rushing through to finish, and he becomes increasingly nervous and has more and more trouble concentrating on the problems. By the third day he feels like giving up and almost quits in the middle of the test. But he knows the teacher wants him to finish and so he keeps working at the test. A. But there are thousands of high-anxious, poor performing students like Mark at each grade level in this country. They come from many sociocultural and socioeconomic backgrounds, and their test-taking problems become worse as they move through the public school years.
The position we are coming to take is that achievement tests with stringent time limits do not just measure what skills children have acquired or what they know but in addition whether or not they can demonstrate this knowledge quickly and under time pressure and testing stress. The result is that tests given under time pressure can systematically underestimate performance of anxious low-performing students. A series of studies have examined effects of time pressure on elementary school childrens' test performance.
Mark takes seven different subtests and encounters much the same test-taking problems as before. The problems are difficult, he finds himself rushing through to finish, and he becomes increasingly nervous and has more and more trouble concentrating on the problems. By the third day he feels like giving up and almost quits in the middle of the test. But he knows the teacher wants him to finish and so he keeps working at the test. A. But there are thousands of high-anxious, poor performing students like Mark at each grade level in this country.
Achievement Motivation: Recent Trends in Theory and Research by Leslie J. Fyans Jr. (auth.), Leslie J. Fyans Jr. (eds.)