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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ217053
Record Type: CIJE
Publication Date: 1979
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Interactive Effects of Consonant and Dissonant Teacher Expectancy and Feedback Communication on Student Performance in a Natural School Setting.
Means, Virginia; And Others
American Educational Research Journal, v16 n4 p367-73 Fall 1979
High, neutral, and low statements of success expectancy were paired with positive and negative success feedback statements in a reading comprehension experiment. Incongruent combinations such as high success expectancy--negative feedback produced higher comprehension than congruent combinations. Results were interpreted by arousal and attribution theory. (Author/CP)
Descriptors: Arousal Patterns, Attribution Theory, Expectation, Feedback, Grade 11, High Schools, Low Achievement, Motivation, Performance Factors, Reading Achievement, Reading Comprehension, Reinforcement, Research Reports, Teacher Influence
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A