Abstract
Mark is a 4th grade student in the Jefferson Elementary School in a middle-size American community. His school is integrated and due to changing neighborhood residential patterns has a good mix of children from various socioeconomic backgrounds. The Jefferson Elementary School student population in many ways mirrors the larger community.
Preparation of this paper and research reported here were supported in part by a research grant from the National Institute of Education HEW-NIF/G-76-0086 to the author and by United States Public Health Service training grant HD-00241 from the National Institute of Child Health and Human Development to the Developmental Psychology Program, Department of Psychology, University of Illinois, Urbana-Champaign. The author wishes to express appreciation to Leslie J. Fyans, Jr., Robert L. Linn, and Martin L. Maehr for their careful reading of an earlier draft of this manuscript and thoughtful comments and suggestions.
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Hill, K.T. (1980). Motivation, Evaluation, and Educational Testing Policy. In: Fyans, L.J. (eds) Achievement Motivation. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-8997-3_4
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