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

Perry, Raymond P.; Dickens, Wenda J.

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Peer reviewed

ERIC Number: EJ307792

Record Type: Journal

Publication Date: 1984

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

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

Perry, Raymond P.; Dickens, Wenda J.

Journal of Educational Psychology, v76 n5 p966-81 Oct 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 conditions only. (Author/BW)

Descriptors: Academic Achievement, Attribution Theory, Helplessness, Higher Education, Locus of Control, Performance Factors, Teacher Characteristics

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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