Causal attributions and perceived performance: Consequences for college students' achievement and perceived control in different instructional conditions.

Abstract

Three causal attributions were examined in relation to perceived performance and the quality of instruction. Following failure feedback attributed to ability, effort, or test difficulty, university students (N=223) observed a half-hour videotaped lecture presented by either a low or a high expressive instructor. The three causal attributions affected postlecture control and achievement, depending on the quality of instruction and on student's interpretation (distortion, nondistortion) of the failure feedback prior to the lecture

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