Abstract
Experiment I was conducted to investigate the relationship between motivation to play with the game, goal-setting, self-evaluation, and motivation to persist the game in preschool children. Results indicated that motivation to play with the game seemed to persist only when children could evaluate their own results appropriately. Experiment II was conducted to examine the effect of self-evaluation on motivation to persist the game. As predicted, children who changed their self-evaluation through treatment exhibited greater improvement of game persistence than those who did not change their self-evaluation. The results suggested the important role of self-evaluation in preschool children's task performance.
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