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Amount of Manifested Test Anxiety in the Heterogeneous Classroom.
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Gjesme, Torgrim – Journal of Psychology, 1982
The influence of achievement motives, future time orientation (FTO), level of ability (IQ), sex of subjects, and perceived intrinsic instrumentality of school activity were considered in relation to manifested test anxiety at school. Subjects were 507 sixth graders. Pupils' achievement motives and their future time orientation were found to be the…
Descriptors: Academic Ability, Achievement Need, Elementary Education, Foreign Countries
Future Time Orientation as a Function of Achievement Motives, Ability, Delay of Gratification, and Sex.
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Gjesme, Torgrim – Journal of Psychology, 1979
A study examined 515 Norwegian sixth graders' scores on a future time orientation test in relation to student sex, motives, ability, and delay of gratification. Several interaction effects were revealed that suggest complex relationships between these factors and student future time orientation. (RL)
Descriptors: Academic Ability, Delay of Gratification, Difficulty Level, Elementary Education
Motivation to Approach (TS) and Motivation to Avoid Failure (TF) at School.
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Gjesme, Torgrim – Scandinavian Journal of Educational Research, 1983
Interaction effects of 524 grade six pupils' achievement motives, ability level, future time orientation, sex, and perceived importance of school activity were considered in relation to approach/avoidance motivation. Achievement scores were positively related to approach motivation; successs-oriented, high-ability girls and moderate-ability boys…
Descriptors: Academic Ability, Academic Achievement, Achievement Need, Elementary Education