Abstract
Abstract This study was designed to explore the relative influence of two factors on the development of expectations, self-evaluations, and performance by children: high, moderate, or low achievement on a task, and evaluative feedback concerning the children's performance. Ninety-six fourth- and fifth-grade boys and girls played a pinball game, during which they experienced one of three levels of achievement, and heard either positive or negative evaluations of their performance from E. Also investigated were the effects of locus of control. As predicted, results indicated that expectancies concerning future success were determined both by past achievement and by evaluative feedback. In addition, the results demonstrated that immediate past performance had a stronger relative influence on expectations and performance than evaluative feedback, whereas feedback had a relatively greater effect on the children's self-evaluations. Locus of control was significantly related both to expectations and performance on Task 2.
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