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Peer reviewedPerry, Raymond P.; Tunna, Kate – Journal of Educational Psychology, 1988
Type A and B students (N=159) received contingent or non-contingent feedback on an aptitude test, attended a lecture from an expressive or unexpressive instructor, and received an achievement test and attributional questionnaire. Non-contingent feedback lowered perceived control for both types. Self-perceptions of Type A students were unaffected…
Descriptors: Achievement Tests, Attribution Theory, Behavior Patterns, Educational Quality
