Performance-Satisfaction Theory and Attitudes about the Guided-Design Approach to Instruction/Training.

Miller, Duane I.; And Others

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Peer reviewed

ERIC Number: EJ287799

Record Type: Journal

Publication Date: 1983

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Performance-Satisfaction Theory and Attitudes about the Guided-Design Approach to Instruction/Training.

Miller, Duane I.; And Others

Psychology: A Quarterly Journal of Human Behavior, v20 n1 p31-33 1983

Investigated the roles of successful task performance and achievement instructions on attitudes regarding the guided-design approach to instruction. Results revealed that students erroneously informed that they had done well on the task stated more positive attitudes. However, the achievement instructions did not have a statistically significant impact on satisfaction. (JAC)

Descriptors: College Students, Difficulty Level, Feedback, Higher Education, Motivation Techniques, Participant Satisfaction, Problem Solving, Student Reaction, Teaching Methods

Publication Type: Reports - Research; Journal Articles

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Language: English

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