Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation.

Abstract

In a series of investigation s reported by Weiner and Kukla (1970), the effects of the perceived causes of success and failure on achievement evaluation were assessed. The subjects in these studies were asked to imagine themselves as who had given an exam to a class. The teachers were then to evaluate the students. Three kinds of information were provided for the evaluation: outcome on the exam, effort expended in studying for the exam, and level of ability. The subjects administered rewards (1-5 gold stars) or punishments (1-5 red stars) in each of 20 simulated conditions (Five Levels of Outcome X Two Levels of Effort X Two Levels of Ability). In three independent experiments it was found that success was rewarded more than failure, high effort was rewarded more than low effort, and, in general, low ability was rewarded more than high ability. The highest rewards were given to students with low ability who tried hard and performed well, while the greatest punish1 The research for this article was supported by Grant GS 3S216 from the National Science Foundation to Bernard Weiner. The authors wish to thank Susan Lash for her valuable suggestions.