References
- Arlin, M. (1984). Time, equality, and mastery learning. Review of Educational Research, 54, 65–86.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191–215.
- Clark, R.E. (1984). Evidence for confounding in computer based instruction studies: Analyzing the meta analyses. Educational Communications and Technology Journal, 33(4), 249–262.
- Crawford, J. (1978). Interactions of learning characteristics with the difficulty level of instruction. Journal of Educational Psychology, 70(4), 523–531.
- Deci, E.L., & Ryan, R.M. (1983). The empirical exploration of intrinsic motivational processes. In L. Berkowitz (Ed.), Advances in experimental social psychology, Vol. VIII (pp. 39–80). New York: Academic Press.
- Gagné, R.M. (1985). The conditions of learning (4th ed.). New York: Holt, Rinehart, and Winston.
- Hill, K.T., & Eaton, W.O (1977). The interaction of test anxiety and success-failure experiences in determining children’s arithmetic performance. Developmental Psychology, 13(3), 205–211.
- Hughes, C.W., & Hannafin, M.J. (1987). A framework for the incorporation of orienting activities in computer based interactive video. Instructional Science, 15, 239–255.
- Hughes, B.J., Sullivan, H.J., & Mosley, M.L. (1986). External evaluation, task difficulty, and continuing motivation. Journal of Educational Research, 78(4), 210–215.
- Keller, J.M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–14.
- Kulik, J., Bangert, R., & Williams, G. (1983). Effects of computer based teaching on secondary school students. Journal of Educational Psychology, 75(1), 19–26.
- Kulik, J., Kulik, C., & Bangert-Drowns, R. (1985). Effectiveness of computer based education in elementary schools. Computers and Human Behavior, 1, 59–74.
- Lathrop, R. (1986). The number of performance assessments necessary to determine competence. Journal of Instructional Development, 6(3), 26–31.
- Lepper, M.R. (1985). Microcomputers in education: Motivational and social issues. American Psychologist, 40, 1–18.
- Lepper, M.R., Green, D., & Nisbett, R.E. (1973). Undermining children’s intrinsic interest with extrinsic reward. Journal of Personality and Social Psychology, 28, 129–137.
- Maehr, M.L. (1976). Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46(3), 443–462.
- Martin, B.L., & Briggs, L.J. (1986). The affective and cognitive domains: Integration for instruction and research. Englewood Cliffs, NJ: Educational Technology Publications.
- Mosley, M.L., & Sullivan, H.J. (1983, April). The effects of teachers’ comments on the continuing motivation of boys and girls. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal.
- Slavin, R.E. (1987) Mastery learning reconsidered. Review of Educational Research, 57(2), 175–214.
- Story, N.O., & Sullivan, H.J. (1986). Factors that influence continuing motivation. Journal of Educational Research, 80(2), 86–92.
- Waugh, M.L. (1985). Effects of microcomputer-administered diagnostic testing on immediate and continuing science achievement and attitudes. Journal of Research in Science Teaching, 22(9), 793–805.
- Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71(1), 3–25.
- Weisz, J.R., & Stipek, D.J. (1982). Competence, contingency, and the development of perceived control. Human Development, 25, 250–281.
- White, M.A. (1983). Synthesis of research on electronic learning. Educational Leadership, 40, 13–15.