English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

This study investigated the effects of children's lenient personal standards, stringent social standards and performance levels on their self-reward criteria. Subjects were kindergarteners, first-and third-graders. The personal standards were settled through direct experience of the task (D), and the social standards were settled through modeling. There were two model conditions : a peer model (Mc) and an adult model (Ma). Kindergarteners and first-graders in D-Mc condition used self-reward criteria as being more lenient than the social standards and more stringent than the personal standards. This result suggested that kindergarteners' self-reward criteria were affected by the social standards together with the personal standards. It was difficult to explain the self-reward criteria of third graders in terms of their personal and social standards. This result might indicate that third-graders' criteria were affected by some other facters. These results were discussed in terms of "form of achievement standard" (Crandall et al. 1960) and "standard of available performance range".

EFFECTS OF INTERACTION OF CHILDREN'S PERSONAL AND SOCIAL STANDARDS ON THEIR SELF-EVALUATION CRITERIA