Descriptor
Author
| Dickens, Wenda J. | 6 |
| Perry, Raymond P. | 6 |
Publication Type
| Reports - Research | 6 |
| Speeches/Meeting Papers | 4 |
| Journal Articles | 2 |
| Tests/Questionnaires | 1 |
Education Level
Audience
| Researchers | 1 |
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textPerry, Raymond P.; Dickens, Wenda J. – 1983
Educational seduction, in which a charismatic, entertaining instructor obtains favorable student ratings while presenting insufficient lecture content, threatens the validity of student ratings and teaching effectiveness research. To examine the effects of one educational seduction variable, instructor expressiveness, on student achievement…
Descriptors: Academic Achievement, Attribution Theory, Classroom Communication, College Students
Perry, Raymond P.; Dickens, Wenda J. – 1983
The effects of contingency training, instructor expressiveness, and student incentives on student achievement and attributions were investigated in a simulated college classroom. The following conditions were involved: a contingency manipulation resembling an aptitude test; an instructor lecture; two levels of student incentive; and an achievement…
Descriptors: Achievement Tests, Feedback, Helplessness, Higher Education
Dickens, Wenda J.; Perry, Raymond P. – 1982
The concept of an individual's perception of control was applied to the classroom performance of university students. The initial approach was to use a laboratory simulation of a university classroom to explore the following: (1) whether it is possible to induce feelings of helplessness in a university classroom; (2) effects that feelings of…
Descriptors: Academic Achievement, Classroom Research, College Students, Helplessness
Dickens, Wenda J.; Perry, Raymond P. – 1981
The effects of amount of exposure to response/outcome independence and teacher expressiveness on student ratings of the instructor, achievement test performance, and attribution items were studied. University students completed an aptitude test that provided contingent or noncontingent feedback and varied in length (short, medium, or long). All…
Descriptors: Academic Achievement, Achievement Tests, Affective Behavior, Classroom Observation Techniques
Peer reviewedPerry, Raymond P.; Dickens, Wenda J. – Research in Higher Education, 1987
A study that examined how four types of feedback affected perceived control and student achievement in different instruction settings is described. College students wrote an aptitude test that provided either contingent, low noncontingent failure, high noncontingent failure, or no-performance feedback. (Author/MLW)
Descriptors: Academic Achievement, Aptitude Tests, College Faculty, College Instruction
Peer reviewedPerry, Raymond P.; Dickens, Wenda J. – Journal of Educational Psychology, 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…
Descriptors: Academic Achievement, Attribution Theory, Helplessness, Higher Education
