A 1977 theoretical paper on writing asserts, citing unspecified experiments, that stating tasks and standards for success explicitly strongly raises student motivation¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1977 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The article reports that experiments suggest an explicit statement of the tasks to be accomplished and the standards for determining success has a strong positive effect on student motivation. → de Beaugrande 1977

Evidence¶

de Beaugrande 1977¶

de Beaugrande, Robert. (1977). Writing as a Decision Process. https://eric.ed.gov/?id=ED159704

q1 · i? · theoretical · r2

The paper cites experiments (no design, sample, or statistics printed) suggesting that "an etplicit statement of.the tasks to be accomplishe44ndthe'standards- for. detirmining success has a strong positive effecton student motivation". No effect size is reported.

"experfnnts suggett an etplicit statement of.the tasks to be accomplishe44ndthe'standards- for. detirmining success has a strong positive effecton student motivation"

Discussion¶

The only entry is a 1977 theoretical paper (q1) that reports the effect second-hand from experiments it does not name, describe or quantify, so no study testing whether explicit tasks and success standards raise motivation in writing is recorded here. The claim is an assertion to be tested, not an established effect.

Related Claims¶

• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Instruction should present the learning task as engaging and meaningful and promote positive expectations of success, because effort requires that learners value the task and believe they can succeed — related