Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance

This study was designed to test the hypothesis that intrinsic motivation would be maintained after receipt of nonthreatening, task-related evaluation and undermined after repeated nonreceipt of feedback or receipt of controlling normative grades. Nine classes comprising 261 sixth-grade pupils were randomly assigned to one of these three feedback conditions and were given two interesting tasks, one quantitative and one qualitative, on three sessions over 2 days. The manipulation was applied after Sessions 1 and 2, and no feedback was expected or received after Session 3. Experimental measures consisted of Session 3 performance scores and of the results of a questionnaire, given after Session 3, which tapped interest and patterns of attribution of success and effort. The results confirmed the hypothesis and revealed significant group differences in intrinsic motivation as reflected in both performance and attitudes.