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Article: Is effort praise motivational? The role of beliefs in the effort-ability relationship

TitleIs effort praise motivational? The role of beliefs in the effort-ability relationship
Authors
KeywordsEffort praise
Effort-ability relationship
Motivation
Self-evaluation
Issue Date2008
PublisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsych
Citation
Contemporary Educational Psychology, 2008, v. 33 n. 4, p. 694-710 How to Cite?
AbstractIn two studies, we investigated how beliefs in the effort-ability relationship moderated the effects of effort praise on student motivation. Study 1 showed that the more the participants believed that effort and ability were related positively (the positive rule) versus related negatively (the inverse rule), the more they would have positive self-evaluation and intrinsic motivation after effort praise. Study 2, with participants' beliefs manipulated by a priming procedure, showed that the participants in the positive rule condition had better self-evaluation and more intrinsic motivation after effort praise than their counterparts did in the inverse rule condition. The results of the two studies converged to indicate that the motivational effects of effort praise depend on beliefs in the effort-ability relationship. © 2008 Elsevier Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/60762
ISSN
2015 Impact Factor: 2.492
2015 SCImago Journal Rankings: 1.426
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLam, Sfen_HK
dc.contributor.authorYim, Psen_HK
dc.contributor.authorNg, Ylen_HK
dc.date.accessioned2010-05-31T04:17:58Z-
dc.date.available2010-05-31T04:17:58Z-
dc.date.issued2008en_HK
dc.identifier.citationContemporary Educational Psychology, 2008, v. 33 n. 4, p. 694-710en_HK
dc.identifier.issn0361-476Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/60762-
dc.description.abstractIn two studies, we investigated how beliefs in the effort-ability relationship moderated the effects of effort praise on student motivation. Study 1 showed that the more the participants believed that effort and ability were related positively (the positive rule) versus related negatively (the inverse rule), the more they would have positive self-evaluation and intrinsic motivation after effort praise. Study 2, with participants' beliefs manipulated by a priming procedure, showed that the participants in the positive rule condition had better self-evaluation and more intrinsic motivation after effort praise than their counterparts did in the inverse rule condition. The results of the two studies converged to indicate that the motivational effects of effort praise depend on beliefs in the effort-ability relationship. © 2008 Elsevier Inc. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsychen_HK
dc.relation.ispartofContemporary Educational Psychologyen_HK
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in Contemporary Educational Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Contemporary Educational Psychology, 2008, v. 33 n. 4, p. 694-710. DOI: 10.1016/j.cedpsych.2008.01.005-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectEffort praiseen_HK
dc.subjectEffort-ability relationshipen_HK
dc.subjectMotivationen_HK
dc.subjectSelf-evaluationen_HK
dc.titleIs effort praise motivational? The role of beliefs in the effort-ability relationshipen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0361-476X&volume=33&spage=694&epage=710&date=2008&atitle=Is+effort+praise+motivational?+The+role+of+beliefs+in+the+effort-ability+relationshipen_HK
dc.identifier.emailLam, Sf:lamsf@hku.hken_HK
dc.identifier.authorityLam, Sf=rp00568en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.cedpsych.2008.01.005en_HK
dc.identifier.scopuseid_2-s2.0-52749089323en_HK
dc.identifier.hkuros162617en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-52749089323&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume33en_HK
dc.identifier.issue4en_HK
dc.identifier.spage694en_HK
dc.identifier.epage710en_HK
dc.identifier.isiWOS:000260088600011-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridLam, Sf=7402279467en_HK
dc.identifier.scopusauthoridYim, Ps=7006296825en_HK
dc.identifier.scopusauthoridNg, Yl=23973307700en_HK
dc.identifier.citeulike5241965-

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