Publication Date


Advisor(s) - Committee Chair

Harry Robe, James Craig, James Shires

Degree Program

Department of Psychology

Degree Type

Master of Arts


A sample of 32 Ss were drawn from the third through sixth grades and success or failure conditions were experimentally induced. The effects of these conditions were then determined on a subsequent, non-related task; the Block Design subtest of the WISC. Results indicated that these conditions do have a significant (p<.01) effect on the subsequent performance, although, this significance diminishes rapidly over a period of delay (24 hours). The study is limited in scope and in sample, but research implications are numerous and should include varied exposure to the success-failure conditions and the related effects of varied time-lapse intervals. Attention should be given to the differential effects of the two conditions and to the possibility that success-failure orientations may be significant factors in determining the quality of subsequent performance.


Psychology | Social and Behavioral Sciences

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Psychology Commons