Term of Award
Master of Arts
Document Type and Release Option
Thesis (restricted to Georgia Southern)
Department of Psychology
Committee Member 1
Richard L. Rogers
Committee Member 2
Paul R. Kleinginna, Jr.
This study examined the effects of failure on the frequency of self-reinforcement for Learning-Oriented (strive to improve ability) and Performance-Oriented (strive to prove ability) subjects. After "failure", the Performance-oriented subjects were expected to significantly decrease the frequency of their selfreinforcement, while the Learning-oriented would exhibit no change. Volunteers from an introductory psychology course completed a subset of the Intellectual Achievement Responsibility Scale to determine orientation, and half of the Frequency of Self-reinforcement Questionnaire to measure the amount of non-verbal reinforcement during a task. Next, a one-minute brainstorming task was administered, quickly "scored" with a randomly assigned "pass" or "fail" grade, and followed by completion of the second half of the Frequency of Self-reinforcement Questionnaire. Analysis of the data did not produce significant differences in the frequency of self-reinforcement between the groups regardless of outcome, thus failing to support the hypothesis.
To obtain a full copy of this work, please visit the campus of Georgia Southern University or request a copy via your institution's Interlibrary Loan (ILL) department. Authors and copyright holders, learn how you can make your work openly accessible online.
Buttimer-Gay, Anne M., "The Effects of Failure on the Frequency of Self-Reinforcement among Learning and Performance-Oriented Subjects" (1991). Legacy ETDs. 704.