Differential Incentive Effects under Varying Instruction Conditions.

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Abstract:

Three consecutive experiments examined the effect of offering college students performance-contingent points toward their final course grade under various combinations of knowledge of correct response and rules with examples. Students who were offered points and received rules with examples scored lower on an immediate post test than students who received rules with examples but were not offered the points. The situation was reversed for students who did not receive rules with examples Post test scores were higher when points were offered. This disordinal interaction between performance-contingent points and rules with examples was significant p.05 in all three experiments. The main effect of rules with examples was significant p.001 across all three studies. Neither points nor knowledge of correct response produced significant main effects. Author

Author(s):
Eubanks, James L.
Author Organization(s):
ARIZONA STATE UNIV TEMPE
Descriptive Note:
Interim rept. Jan-Jun 75,
Pagination:
0033

Security Markings

DOCUMENT & CONTEXTUAL SUMMARY

Distribution:
Approved For Public Release

RECORD

Collection: TR
Identifying Numbers
Report Number(s):
AFHRL-TR-76-11
Contract/Grant Number(s):
F41609-75-C-0028
Task Number(s):
231309
Project Number(s):
AF-2313
Monitor Series:
TR-76-11
 Subject Terms
Communities of Interest:
No COI(s) Identified
Descriptor(s):
*TEACHING METHODS, *MOTIVATION, *LEARNING, ANOMALIES, STUDENTS, PERFORMANCE(HUMAN), COMPARISON, ANALYSIS OF VARIANCE, FEEDBACK, INTERFERENCE, ATTENUATION, COVARIANCE, LEARNING CURVES, CUES(STIMULI)
Field(s)/Group(s):
Psychology
Keyword(s):
Self instruction, College students
Report Date:
1976 Jul 01