ERIC Number: ED225082
Record Type: RIE
Publication Date: 1982-Aug
Reference Count: 0
Satisfaction and Achievement: Antagonists in ATI Research on Classroom Structure.
Strom, Bruce; And Others
To date, the constructive motivation hypothesis has generally been limited to educational achievement as an outcome variable, and few studies have been specifically designed to investigate student satisfaction outcomes. To measure student preferences for course structure and difficulty level and student perceptions of instructors' orientation toward students, 16 sections of freshmen (N=75) in a college course were tested using the Course Structure Inventory (CSI). An Attribute-Treatment Interaction analysis used student preferences and perceptions as independent variables and satisfaction and achievement as dependent variables. Significant interactions in the results indicated that students were least satisfied, yet achieved best, if they preferred low difficulty instruction and perceived instructors as low in student orientation. Results support the hypothesis that satisfaction and achievement outcomes conflict in studies comparing high and low structure instruction. (Author/JAC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (90th, Washington, DC, August 23-27, 1982).