"The effects of cooperation and competition on intrinsic motivation and performance": Correction to Tauer and Harackiewicz (2004).

By J. Tauer, Judith M. Harackiewicz. 2004

131 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/dd007cb228faee62056667ac1093e63354b7308e

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In Social Psychology

Citations in the corpus

Job and team design: Toward a more integrative conceptualization of work design (2008, background): “Moreover, because interdependence often implies competition with out-group members, motivation is generally increased in high interdependence situations (Tauer & Harackiewicz, 2004).”
The motivational dimension of language teaching (2017, background): “In a chapter on the motivational power of having learners ‘speak as themselves’ in class, Ushioda (2011a) acknowledges that ‘communicative’ and ‘humanistic’ language teachers had discovered this for themselves at least two decades ago.”
A motivational model of performance in the sport domain (2009, background): “Blanchard, Mask, Vallerand, de la Sablonniere, & Provencher, 2007 ; McAuley & Tammen, 1989 ; Tauer & Harackiewicz, 2004 ; Weinberg & Ragan, 1979 ) have supported these theoretical postulates and revealed that winning or losing a competition represents a determinant of motivation.”
Estimation of the standard error and confidence interval of the indirect effect in multiple mediator models (2006, background): “Tauer and Harackiewicz (2004) examined the relationship between type of group competition (individual and group competition or cooperation) and performance on a task as mediated by enthusiasm, competence and challenge.”
The Psychology of Rivalry: A Relationally Dependent Analysis of Competition (2010, background): “On one hand, a number of studies have similarly linked competition to enhanced motivation (e.g., Mulvey & Ribbens, 1999; Tauer & Harackiewicz, 2004) and task performance (e.g., Brown et al., 1998; Erev et al., 1993; Scott & Cherrington, 1974; Tauer & Harackiewicz, 2004).”
The stereotyped task engagement process: The role of interest and achievement motivation. (2007, background): “Motivation, particularly an individual’s experience of interest, may be the best predictor of long-term persistence in a particular educational domain (e.g., Harackiewicz, Barron, & Elliot, 1998; Tauer & Harackiewicz, 2004; see also Dweck & Elliott, 1983).”