ERIC Number: ED064248
Record Type: RIE
Publication Date: 1972-Apr
Reference Count: 0
The Effect of Dissonance and Arousal on Assignment Performance as It Relates to Student Expectancy and Teacher Support Characteristics.
Wlodkowski, Raymond J.
This report examined student performance expectancies based on self-evaluation of past performance and personal ability. The subjects included 230 male fifth and sixth graders from six randomly selected public elementary schools from a lower-middle class income area of Van Dyke, Michigan. The Arithmetic Computation Test and the Arithmetic Application Test of the Stanford Achievement Test Intermediate II Battery were used as the arithmetic assignments respectively. A Student Expectancy Form, which reported student subjective expectancy for performance on grade equivalent arithmetic problems was verified and pre- and post-tests were administered. The experiment took three sessions, each session occurring on a separate day. When the post-test was completed, the subjects were given an induction check and the experimental manipulations were explained so that all false or negative implications were withdrawn. Results indicate a) teachers should examine other variables in addition to student expectancy in order to determine how they can effectively report their own expectations toward students if they desire to improve students' academic performance, b) there is an optimal level of arousal for each student as it relates to the task in affecting maximum achievement performance on that task, and c) further investigations of those mediating factors which affect the intellectual performance of students in studies concerning teacher expectancy of student performance is necessary. (MJM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Stanford Achievement Tests
Note: Paper presented at the Annual Meeting of the American Education Research Assn., Chicago, April 1972