A sample of 32 Ss were drawn from the third through sixth grades and success or failure conditions were experimentally induced. The effects of these conditions were then determined on a subsequent, non-related task; the Block Design subtest of the WISC. Results indicated that these conditions do have a significant (p<.01) effect on the subsequent performance, although, this significance diminishes rapidly over a period of delay (24 hours). The study is limited in scope and in sample, but research implications are numerous and should include varied exposure to the success-failure conditions and the related effects of varied time-lapse intervals. Attention should be given to the differential effects of the two conditions and to the possibility that success-failure orientations may be significant factors in determining the quality of subsequent performance.
| Identifer | oai:union.ndltd.org:WKU/oai:digitalcommons.wku.edu:theses-3585 |
| Date | 01 October 1970 |
| Creators | Martin, William |
| Publisher | TopSCHOLAR® |
| Source Sets | Western Kentucky University Theses |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Masters Theses & Specialist Projects |
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