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Peer reviewedMarsh, H. W. – British Journal of Educational Psychology, 1984
University students viewed a videotaped lecture which was experimentally manipulated to vary in content coverage and lecturer expressiveness and then completed an objective exam. Some students were given external incentive to do well. Results indicate that better performance was associated with added incentive, better content coverage, and more…
Descriptors: Academic Achievement, Higher Education, Incentives, Learning Theories
