Abstract
The assessment of non-intellective factors in a test situation is of critical importance for the understanding of a child’s test performance as well as for explaining learning difficulties in school and in everyday activities. Elaborated theories have referred to the relationship between intellectual development and various aspects of motivation and personality (Harter, 1978, 1980; Hunt, 1965; McClelland, 1961; White, 1959). Many investigators have related cognitive development and scholastic achievement to intrinsic motivation (Haywood, 1971; Haywood and Burke, 1975), competence motivation (Harter, 1980), locus of control (Stipek and Weisz, 1981; Findley and Cooper, 1983), achievement motivation (Alschuler, 1973; McClelland, 1961) and anxiety (Kirkland, 1971). Surprisingly, however, research on the effects of various non-intellective factors on test performance is scarce especially in the area of dynamic assessment of cognitive performance.
The authors gratefully acknowledge Social Sciences Humanities Research Council, Canada (grant no. 410-84-0034-R2), for their support of this project and the many people at the Hadassah-WIZO-Canada Research Institute and the Learning Centre who contributed to it.
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© 1988 Rajinder M. Gupta and Peter Coxhead
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Tzuriel, D., Samuels, M.T., Feuerstein, R. (1988). Non-intellective Factors in Dynamic Assessment. In: Gupta, R.M., Coxhead, P. (eds) Cultural Diversity and Learning Efficiency. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-19131-4_7
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