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ERIC Number: ED349928
Record Type: RIE
Publication Date: 1992-Apr-23
Pages: 21
Abstractor: N/A
Reference Count: N/A
The Role of Instruction and Cognition for College Students' Academic Achievement and Affects.
Schonwetter, Dieter J.; And Others
This study investigated the effects of college students' actual perceptions of success and control as they relate to cognitive and emotional aspects of academic achievement in situations utilizing either high or low instructor expressiveness. Participants included 140 male and female undergraduate introductory psychology students. In a simulated college classroom study, students wrote an aptitude test and were classified into Perceived Success (low, high) and Perceived Control (low, high) categories based on perceptions of success and control over performance. Students were then presented with either low or high expressive instruction, and completed a post-lecture achievement test and questionnaire. Exposed to low expressive instruction, high success/high control students' achievement scores and low success/low control students' affects supported initial hypotheses (that such instruction tends to compensate for students' maladaptive cognitions). However, low success/low control students' achievement scores and high success/high control students' affects were opposite to initial expectations. Conclusions generally supported the idea that expressive instruction fostered both student achievement and self-confidence whereas low expressiveness depressed students' performance and their self-regulatory learning processes. (Included are 27 references.) (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: Manitoba Univ., Winnipeg.
Note: Parts of this paper were presented at the Annual Meeting of the American Educational Research Association, (San Francisco, CA, April 20-24, 1992).