Students in an introductory educational psychology course submitted answers to daily homework questions for which they received credit either for percentage of questions answered in every homework assignment or for the accuracy of their answers to 10% of randomly selected questions. Potential credit was the same under both homework contingencies,…

The purpose of this study was to determine the extent to which students differentially rated ten factors likely to affect their ratings on overall course evaluations. Students (N = 148) in several sections of an undergraduate educational psychology course indicated their preferences among several designated factors. We found remarkable similarity…

The authors developed a methodology for evaluating student answers on homework assigned in 3 sections (total N = 167) of an undergraduate educational psychology course. The potential of homework to predict exam scores was compared with that of two established predictors (critical thinking and participation in class discussion). The findings…

Though class participation and group cohesion have shown some potential to promote student performance in conventional classrooms, their efficacy has not yet been demonstrated in an online-class setting. Group cohesion, defined as member attraction to and self-identification with a group, is thought to promote positive interdependence and the…

This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three levels of academic self-efficacy: high (n = 34), medium (n = 91), and low (n = 40). Results…

Students (N = 158) in three sections of an undergraduate educational psychology course equivalent in content and assessment procedures completed five-min writing quizzes over assigned subject matter at the beginning of most class sessions. The study compared the effects of three separate writing contingencies on writing scores and multiple-choice…

College students operating under related cooperative contingencies (students had to earn individual credit before being considered for group credit) showed more consistent individual and group improvement on exam performance than students operating under unrelated contingencies (individual credit and group credit were independently determined). A…

This study examines the differential status of psychological critical thinking and generic critical thinking as predictors of test performance and as outcome measures in a large human development course. Psychological critical thinking proved to be the better predictor of test performance and more responsive to instructional procedures in the…