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Stable and Transient Determinants of Students' Perceived Control: Implications for Instruction in the College Classroom.
Peer reviewed Peer reviewed
Magnusson, Jamie-Lynn; Perry, Raymond P. – Journal of Educational Psychology, 1989
Students (N=340) at the University of Manitoba (Canada) with internal and external loci of control (LOC) received no training or received either contingent or non-contingent feedback. Student achievement and achievement attributions were measured against variations in expressiveness in a videotaped lecture. Training and LOC influenced students'…
Descriptors: Academic Achievement, Attribution Theory, College Instruction, College Students
Causal Attributions and Perceived Performance: Consequences for College Students' Achievement and Perceived Control in Different Instructional Conditions.
Peer reviewed Peer reviewed
Perry, Raymond P.; Magnusson, Jamie-Lynn – Journal of Educational Psychology, 1989
Three causal attributions--ability, effort, and test difficulty--were examined for 223 University of Manitoba (Canada) students in relation to perceived performance and the quality of instruction. When instruction was good, causal attributions produced less variability in achievement and control. Implications for teaching are discussed. (SLD)
Descriptors: Academic Ability, Academic Achievement, Attribution Theory, Behavior Theories