Do performance approach-oriented individuals generate creative ideas? The roles of outcome instrumentality and task persistence

2018 ◽  
Vol 48 (3) ◽  
pp. 117-127 ◽  
Author(s):  
Hua Li ◽  
Fuli Li ◽  
Tingting Chen
Keyword(s):  
Task Persistence ◽  
And Task

Mood, stop-rules and task persistence: No Mood-as-Input effects in the context of pain

2013 ◽  
Vol 44 (4) ◽  
pp. 463-468 ◽  
Author(s):  
Ken Ceulemans ◽  
Petra A. Karsdorp ◽  
Johan W.S. Vlaeyen
Keyword(s):  
Task Persistence ◽  
Stop Rules ◽  
And Task

Learned Helplessness in Physical Education: A Developmental Study of Causal Attributions and Task Persistence

1994 ◽  
Vol 13 (2) ◽  
pp. 108-122 ◽  
Author(s):  
Thomas J. Martinek ◽  
Joseph B. Griffith
Keyword(s):  
Learned Helplessness ◽  
Task Difficulty ◽  
Age Groups ◽  
Developmental Study ◽  
Age Group ◽  
Task Persistence ◽  
Behavioral Measures ◽  
Effect Of Age ◽  
Two Age Groups ◽  
And Task

The purpose of this study was to describe the effect of age on specific psychological and behavioral measures of learned-helpless and mastery-oriented students. The study consisted of two age groups, younger and older, of learned-helplessness and mastery-oriented students. Within each age group, learned-helpless and mastery-oriented students were compared in terms of attributional profiles and levels of task persistence during instruction. Students were asked to view videotapes of their performances, to describe how they thought they did on each task, and to give reasons for their performance. Responses were classified into four attributional categories: (a) ability, (b) effort, (c) task difficulty, and (d) environment or luck. Persistence was also determined by looking at the number of times students would attempt a task. Attributional profiles and task persistence associated with the leamed-helpless condition was more prevalent with the older group than with the younger group.

Teacher-Child Interactions in Preschool and Task Persistence

1978 ◽  
Vol 15 (3) ◽  
pp. 459-466 ◽  
Author(s):  
V Jane Hamilton ◽  
Donald A Gordon
Keyword(s):  
Child Behavior ◽  
Preschool Teacher ◽  
Experimental Setting ◽  
Experimental Task ◽  
Task Persistence ◽  
Task Behavior ◽  
And Task

This study was designed to investigate specific aspects of preschool teacher-child interactions as they relate to task persistence in classroom vs. laboratory settings. It was hypothesized that teacher’s criticism and interference would be associated with low task behavior in children, and that reward would be associated with high task behavior in both the classroom and an experimental setting; and that the children’s task behavior in the two settings would be correlated. The procedure involved observation of teacher and antecedent child behavior in four Montessori classrooms for 8 days; timed observations of percent of time each child spent on-task in the classroom; and an experimental task, given individually outside the classroom. The results confirm all hypothesized relationships except that between reward in the classroom with persistence on the experimental task.

Fathers' Reinforcement and Task Persistence of Young Children

1978 ◽  
Vol 99 (1) ◽  
pp. 83-91 ◽  
Author(s):  
Laura Lynn Robinson ◽  
Sharon Price-Bonham
Keyword(s):  
Young Children ◽  
Task Persistence ◽  
And Task
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