1993 年 41 巻 4 号 p. 367-377
This study investigated the effects of criterion-referenced evaluation on children's intrinsic motivation. Two conditions of Evaluation-Standard (criterion-referenced and control) were crossed with two conditions of Evaluation-Subject (evaluation by the teacher and self-evaluation). 148 fifth graders learned the concept and calculation of fraction for 7 days, and took quizzes each day. They were evaluated, based on the result of quizzes corresponding to the four experimental conditions. Results indicated that criterion-referenced evaluation increased intrinsic motivation, perceived competence and positive attitude toward the thinking process. Furthermore, several Aptitude Treatment Interactions (ATI) were found, indicating that criterion-referenced self-evaluation tended to compensate intrinsic motivation for the children who had low motivation as an aptitude.