Results of this study involving 280 college business students showed that student effort increased significantly using the contract grading method. (MM)

The expectancies teachers have of their students and their methods of communicating these expectations are discussed. Implications for instruction are briefly described. (DEP)

Investigates a subject's internalized goals and the relationship of the goals to test performance as a function of different learning instructions. Stating specific goals was found to produce the most significant results among subjects. (Author/DEP)

A theoretical model for estimating the effects of age and incentive on children's performance in probability learning is introduced. Novel predictions of the model about the effects of combinations of age and incentive were tested and confirmed. (Editor/RK)

Provides strong support for the hypothesis that as communication reticence increases, expectations of success in communication situations decreases. Investigates the predictive utility of employing multiple measures of reticence as compared to single operationalizations. (NKA)

Assessed evaluations and corresponding justifications of stories depicting violations of social expectations between friends. Results of the study of 60 children in grades one, three, and five showed that children's conceptions of trust drew on moral reasoning and that violation of trust led to negative feelings. (SKC)

A survey gauging superintendents', principals', and teachers' expectations for the principalship revealed great similarities among all three groups' perceptions of what principals should do and what principals actually accomplish. However, teachers noted principals' low regard for creative teaching, a situation impeding educational progress.…

Grantham and Gordon (1986) contend that preference is inadequately understood as a construct and that a more incisive conceptualization is needed to promote research and theoretical considerations. Critiques Grantham and Gordon's notions, offering an alternative conceptualization and schema. (Author/KS)

Measured future expectations of quality of life and present evaluations of quality of life in three age groups of 60 individuals using four measures. Found significant relationship between age and Faces Scale for future expectations; age also related to differences between future expectations and present quality of life estimates. (Author/ABL)

Examined intentions of single and partnered college women (N=295) to work after childbirth. Results indicated some attitudinal differences among groups, with those who were members of a couple more concerned that their husbands would have to take a second job. Also those who were planners expected to have better time management, more income, and…

American culture attributes success and failure to four factors (native ability, effort, task difficulty, and luck) existing on three continuums (locus, stability, and controllability). This article applies attribution theory to students' beliefs concerning their present and future academic performance and explores implications for both students…

The 1987 Phoebe Apperson Hearst Outstanding Educator of the Year Award winner, Bessie McLemore, principal of Atlanta's Fulton High School, is introduced. Her perceptions of her role as principal and the roles of both students and parents are discussed. (MT)

Examined the determination of individual differences in marital change across the transition to parenthood. Results indicated parents whose postnatal experiences turned out less positive and more negative than anticipated experienced more negative change in marriage. Prenatal expectations of well-educated parents generally matched their…

Subjects' ratings of counselor charactristics were more positive for attractive than for unattractive counselors, regardless of subject or counselor race. Black counselors were expected to be more helpful than were White counselors. Black subjects saw attractive counselors as being more helpful than unattractive counselors. (Author/BL)

Social environment theory was used to determine the relation of adult dropout behavior to the social ecology of the classroom. The Classroom Environment Scale was administered to 77 adults in General Educational Development classes. Dropouts expected a classroom environment characterized by less social involvement with other students. (Author/CH)