The Motivated Verbal And Nonverbal Evaluation Of Teachers’ Effect On Intermediate Children’s Mastery Motivation

In150randomly selected children as subjects, the independent variable of experiments is the type of evaluation(the positive verbal assessment, positive nonverbal assessment and no evaluation) and the position of evaluation(the evaluation before the experiment, the evaluation in the process of the experiment),the dependent variable is the task time, interest and pleasure. This experiment was completely randomized factorial experimental design. In the event that investigating the children of preschool in different type of the type of evaluation and the position of evaluation influence on mastery motivation. The results found:(1) For the type of evaluation, no matter in the task1or task2, the positive verbal evaluation is better than the positive nonverbal evaluation, and the difference was significant. But there were no significant differences in the evaluation on the interest and pleasure.(2) For the position of evaluation, the evaluation in the experiment is better than the evaluation before the experiment, in addition, children can get more interest and pleasure from experiment than before the experiment.(3) The insistent of girls is better than the boys.(4) The type of evaluation of task2insisting time’s main effect is significant. The position of evaluation of task1, task2, interest and pleasure’s main effect is significant. The main effects and interaction effects of task2,interest and pleasure is significant.