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Peer reviewed Peer reviewed
ERIC Number: EJ307792
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Perceived Control in the College Classroom: Response-Outcome Contingency Training and Instructor Expressiveness Effects on Student Achievement and Causal Attributions.
Perry, Raymond P.; Dickens, Wenda J.
Journal of Educational Psychology, v76 n5 p966-81 Oct 1984
Following an incentive (low, high) manipulation, college students received response-outcome contingency training. All students then observed a lecture. Postlecture results indicated that the high- compared to the low-expressive lecturer increased achievement and internal locus in contingent but not noncontingent students for low-incentive conditions only. (Author/BW)
Descriptors: Academic Achievement, Attribution Theory, Helplessness, Higher Education, Locus of Control, Performance Factors, Teacher Characteristics
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Response Outcome Contingency Training
Note: Initial support received while Perry was Alexander von Humboldt research fellow in the Federal Republic of Germany. Support also provided by grants from the Social Sciences and Humanities Research Council of Canada and the Research Board, University of Manitoba. Parts of this research were presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, April 11-15, 1983).