Attributional retraining--a therapeutic method of reinstating psychological control--of 198 Canadian college students through a videotaped lecture enabled external locus of control students to learn more and make better use of homework study materials but offered no advantage to internal locus students. Results are interpreted in a social…

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…

Type A and B students (N=159) received contingent or non-contingent feedback on an aptitude test, attended a lecture from an expressive or unexpressive instructor, and received an achievement test and attributional questionnaire. Non-contingent feedback lowered perceived control for both types. Self-perceptions of Type A students were unaffected…

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'…

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)