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Peer reviewedMevarech, Zemira R. – Journal of Educational Research, 1988
Investigation into fourth- through sixth-grade students' (N=257) motivational differences regarding computer-assisted mathematics instruction revealed that intrinsically-motivated students performed better at the computer, but not on a paper-and-pencil achievement test, than extrinsically-motivated students. Students who had self-criteria for…
Descriptors: Cognitive Style, Computer Assisted Instruction, Foreign Countries, Intermediate Grades
