Perceived control and instruction in the college classroom: Some implications for student achievement |
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| Authors: | Raymond P Perry Wenda J Dickens |
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| Institution: | (1) Department of Psychology, University of Manitoba, R3T 2N2 Winnipeg, Manitoba, Canada |
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| Abstract: | Recent research suggests that loss of control by students interferes with the quality of instruction in the college classroom. The present study examined how four types of feedback affected perceived control and student achievement in different instruction settings. College students wrote an aptitude test which provided either contingent, low noncontingent failure, high noncontingent failure, or no-performance feedback. The amount of feedback was varied by modifying the length of the test: short, medium, long. The students then observed a videotaped lecture, presented by a low or high expressive instructor, and completed a postlecture achievement test. High noncontingent failure feedback reduced students' perceived control over their performance and created an external attribution profile. For expressive instruction, achievement deteriorated in accordance with the severity of students' uncontrollability. Implications are discussed regarding loss of control and effective instruction.Parts of this work were presented at the American Psychological Association annual meeting, Los Angeles, August 1981. |
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