The influence of knowledge of results and goal setting on performance with a multiple choice academic test
Rust, James Over, Curry School of Education, University of Virginia
Bridgeman, Brent, University of Virginia
Abidin, Richard, Curry School of Education, University of Virginia
Grieger, Russell, Department of Psychology, University of Virginia
Strang, Harold, Curry School of Education, University of Virginia
White, William, Department of Biochemistry and Molecular Genetics, University of Virginia
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.
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PHD (Doctor of Philosophy)
Educational tests and measurements, Educational psychology
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