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postgraduate thesis: How does normative excellence information moderate the effect of effort and ability praise on students' intrinsic motivation when they face challenges?

TitleHow does normative excellence information moderate the effect of effort and ability praise on students' intrinsic motivation when they face challenges?
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Lee, M. [李文慧]. (2014). How does normative excellence information moderate the effect of effort and ability praise on students' intrinsic motivation when they face challenges?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394285
AbstractThe experimental study examined how different types of praise moderated the effect of normative information on students’ self-efficacy and intrinsic motivation when they face challenges. Two hundred and Fifty Form 1 and 2 students (114 females, 136 males) were randomly assigned to six different conditions, using a 2 (Normative information: with normative information, without normative information) X 3 (Praise: ability praise, effort praise, no praise) between-groups design. Students first worked on a logical reasoning task and received a bogus quantitative feedback of a high score (8 out of 10) and a written qualitative feedback according to their assigned conditions. Students then did a similar but more challenging task and checked their scores before completing measures of self-efficacy and intrinsic motivation. Self-reported measure showed that after facing setbacks, students receiving effort praise and normative information in the first task indicated significantly lower self-efficacy than the students only receiving effort praise. Theoretical and practical implications are discussed. Keywords: effort praise, ability praise,
DegreeMaster of Social Sciences
SubjectSelf-efficacy
Motivation in education
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/209697

 

DC FieldValueLanguage
dc.contributor.authorLee, Man-wai-
dc.contributor.author李文慧-
dc.date.accessioned2015-05-12T23:13:45Z-
dc.date.available2015-05-12T23:13:45Z-
dc.date.issued2014-
dc.identifier.citationLee, M. [李文慧]. (2014). How does normative excellence information moderate the effect of effort and ability praise on students' intrinsic motivation when they face challenges?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394285-
dc.identifier.urihttp://hdl.handle.net/10722/209697-
dc.description.abstractThe experimental study examined how different types of praise moderated the effect of normative information on students’ self-efficacy and intrinsic motivation when they face challenges. Two hundred and Fifty Form 1 and 2 students (114 females, 136 males) were randomly assigned to six different conditions, using a 2 (Normative information: with normative information, without normative information) X 3 (Praise: ability praise, effort praise, no praise) between-groups design. Students first worked on a logical reasoning task and received a bogus quantitative feedback of a high score (8 out of 10) and a written qualitative feedback according to their assigned conditions. Students then did a similar but more challenging task and checked their scores before completing measures of self-efficacy and intrinsic motivation. Self-reported measure showed that after facing setbacks, students receiving effort praise and normative information in the first task indicated significantly lower self-efficacy than the students only receiving effort praise. Theoretical and practical implications are discussed. Keywords: effort praise, ability praise,-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshSelf-efficacy-
dc.subject.lcshMotivation in education-
dc.titleHow does normative excellence information moderate the effect of effort and ability praise on students' intrinsic motivation when they face challenges?-
dc.typePG_Thesis-
dc.identifier.hkulb5394285-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5394285-

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