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The Influence of Knowledge of Results and Goal Setting on Performance With a Multiple Choice Academic Test

Rust, James Over
Format
Thesis/Dissertation; Online
Author
Rust, James Over
Advisor
Strang, Harold
White, William
Grieger, Russell
Abidin, Richard
Bridgeman, Brent
Abstract

Immediate knowledge of results (IKR) and goal setting (GS) instructions were administered to 304 seventh grade students in a academic testing situation. Neither of the independent variables was found to significantly influence test results. Supplementary analyses of the data called into serious doubt the actual functionality of the IKR and GS. The IKR failed to increase the students' ability to estimate their actual scores, an1 the GS instructions failed to alter their intentions. The possibility was raised that the testing situation was so anxiety provoking that the independent variables were masked. It was suggested that discrepancies in the IKR literature may have resulted from experimental procedures too weak to alter the mental sets of the subjects.

Note: Abstract extracted from PDF file via OCR.

Language
English
Published
University of Virginia, Curry School of Education, PHD (Doctor of Philosophy), 1973
Published Date
1973
Degree
PHD (Doctor of Philosophy)
Collection
Libra ETD Repository
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