NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1004931
Record Type: Journal
Publication Date: 2012-Jul
Pages: 5
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0098-6283
The Effects of Framing Grades on Student Learning and Preferences
Bies-Hernandez, Nicole J.
Teaching of Psychology, v39 n3 p176-180 Jul 2012
Two experiments examined whether framing effects, in terms of losses and gains, can be extended to student learning and grading preferences. In Experiment 1, participants rated psychology course syllabi to investigate preferences for differently framed grading systems: a loss versus gain grading system. The results showed a clear framing effect with more negative impressions of the loss grading system. Experiment 2 demonstrated that framing a grading system in terms of losses negatively influenced learning in actual psychology courses, as this group earned lower grades. This study has potential implications for decision-making theories in cognitive psychology as well as for teaching psychological courses. (Contains 3 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A