Reports on two studies conducted to determine whether the length of assignments or the nature of grading practices (relative or absolute) influenced the amount of homework teacher education students were motivated to complete. Revealed that the quantity of work produced was greater for short assignments than long ones. (DMM)

The effects of working in groups (WIG), goal-setting, and a control condition on self-regulated performance were compared for 126 college students (prospective teachers at high, middle, and low self-efficacy levels). A strong interaction between performance condition and individual self-efficacy level surfaced. WIG only increased performance of…

This study examined the connection between persistence behavior and beliefs about one's own likely or potential performance. Undergraduates (N=114) in teacher education were asked to write test items for weekly topics in a one-semester educational psychology course, based on information conveyed in lectures and text. Subjects could write as many…

Two studies of influences on self-regulated performance were conducted. The purpose of the first was to determine if the level of performance of college students would be higher if the allowable length of the assignment was greater or smaller. Subjects were 126 education majors at a large state university participating in an extra-credit program…