ERIC Number: ED046353
Record Type: RIE
Publication Date: 1970-Dec
Reference Count: N/A
Interactive Effects of Achievement Orientation and Teaching Style on Academic Achievement.
This study examines the hypothesis that the interaction between a student's achievement orientation and the teaching style to which he is exposed differentially affects both the amount of learning that takes place and the degree of expressed satisfaction with the scholastic environment. One hundred students, selected because of their extreme scores on the Achievement-via-Conformance and Achievement-via-Independence scales of the California Psychological Inventory, were assigned to introductory psychology sections taught in either a conforming or an independant manner. An analysis of their scores on a final examination consisting of multiple-choice items and essay questions, as well as their ratings of teacher effectiveness and course evaluation, indicated a clear interaction effect. Students taught in a manner consonant with their achievement orientation obtained significantly higher means on the multiple-choice items, on factual knowledge ratings of their essay answers, and on their ratings of teacher effectiveness and course evaluation, than their peers who were taught in a dissonant manner. (Author)
Descriptors: Academic Achievement, College Students, Higher Education, Learning, Orientation, Teacher Effectiveness, Teaching Styles
Research and Development Division, American College Testing Program, P.O. Box 168, Iowa City, Iowa 52240
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Coll. Testing Program, Iowa City, IA. Research and Development Div.