ERIC Number: EJ1004931
Record Type: Journal
Publication Date: 2012-Jul
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: N/A
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.)
Descriptors: Psychology, Course Descriptions, Grading, Preferences, Student Attitudes, Learning, Undergraduate Students, Introductory Courses, Decision Making
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A