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dc.contributor.advisorBritt, Anneen_US
dc.contributor.advisorDurik, Amandaen_US
dc.contributor.authorKelley, Rebeccaen_US
dc.date.accessioned2016-02-26T20:56:37Z
dc.date.available2016-02-26T20:56:37Z
dc.date.issued2011
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/15825
dc.description.abstractThis study examined two factors hypothesized to affect performance in a learning environment. Participants completed a tutorial about evaluating arguments under varying conditions in a 2 (evaluative focus) x 2 (motivational intervention) between-participants design. A personal evaluation focus was emphasized for some participants and not for other participants. Moreover, some participants were exposed to a motivational intervention highlighting room for skill development whereas other were not. After participants completed the tutorial, they completed a post-test that assessed their skills. According to prior research, it was expected that participants who felt either personally evaluated or exposed to a motivational intervention would exert more effort leading to better taks performance. Results indicated that, participants performed better on the post test than the pretest regardless of condition. Howver, these factors may also have consequences for other variables such as task interest and performance anxiety. Therefore, we also measured task interest, and anxiety. Participants in the motivational intervention conditions showed slightly more interest in the task than the participants in the no-motivational intervention condition. There was not a significant effect of motivational intervention on anxiety. While looking into the effects of anxiety, participants reported low levels of anxiety. In general, we hope that this study will inform instructors how to present tasks in order to maximize both performance and motivation.en_US
dc.format.extent39 pagesen_US
dc.language.isoen_USen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subjectlearningen_US
dc.subjectmotivationen_US
dc.subjectanxietyen_US
dc.subjectperformanceen_US
dc.subjectinstructoren_US
dc.titlePutting effort into learning: Do evaluative focus and motivational intervention play a key role in performance?en_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Psychologyen_US
dc.description.degreeB.S. (Bachelor of Science)en_US


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