5. Vallerand, R. J., Reid, G. (1988). On the relative effects of positive and negative verbal feedback on the intrinsic motivation of men and women. Canadian Journal of Behavioral Science, 20 (3), 239-250. The objective of this study was to analyze the effects of both positive and negative feedback on the intrinsic motivation of male and female students. The research was conducted with a random sample of 30 male and 30 female university students. All students were studying physical education in the Montreal, Canada area. The students involved in the study went to a laboratory. They were asked to balance on a stabilometer 20 times for 20 seconds each. Some students received positive comments from the instructor and some students received negative comments. Subjects then complete a questionnaire at the end of the tests. Students were interviewed with Mayo's (1976) Task Reaction Questionnaire (TRQ). This research study found that male and female students who received positive feedback reported higher levels of intrinsic motivation. This study addresses the need for further research. This study did not present the same results as other studies conducted around the same time. This calls into question the reliability of this study. There are uncertainties regarding the effect of positive feedback on female students. Additional research reported in this article found that positive feedback could have a negative effect on female students' intrinsic motivation (Deci, 1977, p. 241). This study and the past research that addressed it helped me consider how to verbalize feedback as positive and constructive in a way that doesn't make it excessive or controlling. This article also included a definition of intrinsic motivation...... half of the article ......research This study addressed the issue of students basing their success on comparisons to their peers. This study tells me that I need to address this issue in my research. In 2006, Schweinle, Meyer, and Turner also addressed this issue by including only six students while researching student motivation, so that students were less likely to compare answers and more likely to provide genuine thoughts without peer influence. This tells me that my assessment should not be based on social comparisons with students in the classroom, but focused specifically on the task and individual growth of students. I also need to make sure students don't share scores or feedback with each other. Peer comparison could be considered an external variable that affects student motivation. To ensure ecological validity I must address the variable of peer comparison.