RELATIONSHIP OF ANXIETY TO LEARNING FROM FILMS,
PENNSYLVANIA STATE UNIV UNIVERSITY PARK
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Four hundred and eighty students were tested to determine how well they learned from films under various degrees of motivation to learn. One group of students was given instructions to decrease motivation to learn, a second group was given neutral instructions, and a third group was given motivational instructions. The use of mildly motivational instructions consistently resulted in higher scores on the test of film content. Positive motivation gave better results than negative motivation.
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