By Leslie J. Fyans Jr. (auth.), Leslie J. Fyans Jr. (eds.)
This publication all started as a symposium on fulfillment Motiva tion on the 1978 American academic study organization conference. The contributors in that symposium have been Jack Atkinson, Martin Maehr, Dick De Charms, Joel Raynor, and Dave Hunt. the following reaction to that symposium indicated a "coming of age" for motivation thought by way of schooling. quickly later on, 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 used to be a accomplished viewpoint as to the cutting-edge of accomplishment concept. success conception had through now good handed its beginnings within the Fifties and Sixties and used to be prepared for a composite presentation and profile of the hot learn 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 publication in addition to Robert L. Linn who significantly reviewed numerous of the manuscripts. thank you also are as a result of my former graduate advisors, Martin L. Maehr, Maurice Tatsuoka, and Harry Triandis, for the viewpoints given me in graduate institution schooling which i am hoping have benefitted this less than taking. Joyce Fitch did a fabulous joh typing lots of those chapters and unique gratitude can be given to Judy Cadle prone, Inc. for the composition and proofing of this book.
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Extra info for Achievement Motivation: Recent Trends in Theory and Research
Iowa test of basic skills. Boston: Houghton-Mifflin. 1955. G. Pnsons. Boulder, Colorado: Linguistic Research Institute. 1966. G. Never smile at a crocodile. ]. ThfOry Soc. Behav. 1973, " 121-40. Ryle, G. The co1lcept of mind. New York: Barnes & Noble, 1949. Chapter 4 Motivation, Evaluation, and Educational Testing Policy KENNEDY T. HILL* Institute for Child Behavior and Development University of Illinois, Urbana-Champaign Prologue Mark is a 4th grade student in the Jefferson Elementary School in a middle-size American community.
Far too little is known about the variables that influence performance on achievement tests. There is a great need for research that will contribute to a better understanding of factors (such as motivation) that influence achievement patterns and to the development of better ways of assessing them. The recent, renewed emphasis on achievement testing and Test Anxiety & Test Performance 39 the introduction of new eval uation programs such as minimal competency testing should make motivational test biasan even stronger factor in the assessment of student's achievement (Hastings, 1979; Hill, 1979a).
The effects of defensiveness on self-report of test anxiety is controlled for either by grouping highly defensive children separately in group designs or partialling out defensiveness in correlational 44 Achievement Motivation: Theory & Research analyses following standard procedures in this literature (see Hill. 1972). The major measure of anxiety is the TASC. ) form of the Test Anxiety Scale are available with predominant use being made of the nervous form (see Feld & Lewis, 1969; Fyans, 1979b; Hill, 1979a).