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Perceived Control in the College Classroom: Response-Outcome Contingency Training and Instructor Expressiveness Effects on Student Achievement and Causal Attributions.
Peer reviewed Peer reviewed
Perry, 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
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