Title

Education Success: Achievement as a Function of Expectation

Document Type

Thesis

Publication Date

2001

Advisor

Linda Tennison, Psychology

Abstract

The present study compared the performances of forty-eight Introductory to Psychology students' scores on a mathematical exam before and after receiving manipulated written feedback regarding their scores. Students in the positive feedback condition received scores eight points higher than their actual scores, and students in the negative feedback condition received eight points lower than their actual scores. A statistically significant difference in the positive direction was found between pre- and post-test score of students in the negative and positive feedback conditions, indicating that feedback on performance has an effect on subsequent performance.

This document is currently not available here.

Share

COinS