ABSTRACT
Concern or anxiety over evaluation is a central theme of a number of theories of achievement motivation. The tendency to react with anxiety about fear of failure, for example, is viewed as reducing the motivation to engage in achievement activities (Atkinson, 1964). There have been numerous studies examining the relationship between anxiety in students and subsequent achievement level, as well as conditions under which anxiety can be minimized (Dweck & Elliot, in press; Ruble & Boggiano, 1980). In contrast, there has been little research directed at understanding potential causes of the anxiety children feel about evaluation. In this chapter, we present a model that addresses a number of antecedents and consequences of evaluative concern in elementary school children, and present research that bears on the relationship between variables included in the model proposed (see Figure 11.1). Model of Antecedents and Reactions to Evaluative Feedback. https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203781609/b7a724cf-6a72-432c-9f1b-48eea2a65c00/content/fig11_1_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>
