ERIC Number: ED221815
Record Type: RIE
Publication Date: 1982-Apr
Reference Count: 0
Attribution of Performance Levels by Students on Introductory Psychology Examinations.
Murray, Frank S.
Previous research has shown that students often overestimate their performance levels on course examinations. A model of motivation was applied to an individual's predictions and postdictions of his/her own performance levels in course examinations to obtain actual predictions and postdictions for 111 college students over a period of three academic years. Data analysis indicated that a quantitative model of students' performances and judgments based on the attribution theory of motivation was able to interpret and estimate performance levels, using only three factors of effort, test difficulty, and luck. The use of the attribution model in the actual classroom environment provided an opportunity to incorporate attribution theory into classroom discussions. The use of multiple regression equations provided the instructor with information about the relative importance of various factors to the student. The research investigation is unique in that it allowed observations to be made of the judgmental processes using both a longitudinal (academic year) and a cross-sectional (three different classes) approach. (Author/JAC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern Psychological Association (53rd, Baltimore, MD, April 15-18. 1982).