This study explored the effects of a combination of student and feedback characteristics on the postfeedback performance of Southwest Missouri State University undergraduate students in a classroom-like situation. The subjects were 26 male and 43 female students enrolled in 3 large sections of Introductory Psychology with all sections taught by the same female instructor. The procedure was as follows: (1) all students answered two questionnaires on the first day of class; (2) exams were administered approximately once every 3 weeks; (3) students were given a chance at voluntary feedback before the second exam; (4) feedback was provided to subjects in groups of 10 to 15 on the day following the second exam; and (5) 48 hours later, students received a readministration of the second exam. Results found a consistent pattern emerging for gender differences with males more motivated by grades, more likely to view exam feedback as a form of teacher control and generally more extrinsically motivated than females. It was also found that feedback was more effective for the higher- than the lower-achieving students. When data were reanalyzed with achievement level as a covariate gender differences disappeared. In addition the students with high expectations and a learning-orientation were particularly good users of feedback. Included are 11 figures and 9 references. (JB)