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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?
Title | How does normative excellence information moderate the effect of effort and ability praise on students' intrinsic motivation when they face challenges? |
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Authors | |
Issue Date | 2014 |
Publisher | The 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 |
Abstract | The 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, |
Degree | Master of Social Sciences |
Subject | Self-efficacy Motivation in education |
Dept/Program | Educational Psychology |
Persistent Identifier | http://hdl.handle.net/10722/209697 |
HKU Library Item ID | b5394285 |
DC Field | Value | Language |
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dc.contributor.author | Lee, Man-wai | - |
dc.contributor.author | 李文慧 | - |
dc.date.accessioned | 2015-05-12T23:13:45Z | - |
dc.date.available | 2015-05-12T23:13:45Z | - |
dc.date.issued | 2014 | - |
dc.identifier.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 | - |
dc.identifier.uri | http://hdl.handle.net/10722/209697 | - |
dc.description.abstract | The 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.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.subject.lcsh | Self-efficacy | - |
dc.subject.lcsh | Motivation in education | - |
dc.title | How does normative excellence information moderate the effect of effort and ability praise on students' intrinsic motivation when they face challenges? | - |
dc.type | PG_Thesis | - |
dc.identifier.hkul | b5394285 | - |
dc.description.thesisname | Master of Social Sciences | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Educational Psychology | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.5353/th_b5394285 | - |
dc.identifier.mmsid | 991041111129703414 | - |