This study investigated the extent to which expectancies and performance of emotionally handicapped children could be altered by success or failure-induced experiences. Students were assigned to either of two experimental conditions. Results indicated that success and failure on a task were influential on subsequent expectancy estimates and…

Likens a circus performer's varied responsibilities to the learning tasks required of undergraduates. Suggests that students' inability to perform many of these tasks results from confusion about instructors' expectations and the appropriateness of various learning strategies to different tasks. Recommends that students be presented with clear…

Examines the assumptions which underlie the design of SDI systems with respect to context of use, activities supported by SDI, and characteristics which make documents useful. Relates these assumptions to the failure of SDI to gain widespread acceptance among scientific information users. A 43-item reference list is included. (JL)

Whether there is consistency in pupils' attributions regarding their achievement outcome in two consecutive tests in (a) the same subject and (b) different subjects was explored. Results showed consistency in individuals' attributional patterns. However, consistency scores ensuing from the same achievement outcomes were greater than those from…

In recent years, researchers have shown interest in errors that can frustrate teaching, training, and learning. A discussion of the form an overall theory of error might take is presented in a comparatively discursive and nonrigorous way. Thirty-two references are listed. (Author/CHC)

Personality and behavioral consequences of learned helplessness were monitored in children experiencing failure in school. The predictive quality of learned helplessness theory was compared with that of value expectancy theories. Low self-concept was predicted significantly by school failure, internal attributions for failure, and external…

Female high school students participated in a motor task to assess the effects of success/failure feedback and extrinsic rewards on intrinsic motivation. It was found that a significant change in intrinsic motivation was due to the effects of success/failure feedback, but not to the effect of a tangible reward. (Authors/FG)

Examined the accuracy of estimating correctness to responses on the WAIS by elderly adults and considered whether extraneous variables influenced either judgement accuracy or IQ score. Findings suggest that older persons seem uncomfortable with ambiguity and possess an unrealistic fear of failure. (Author)

A post-mortem examination of the new social studies, its successes, and its failures. (Author/WD)

Using comments from students in his high school class, the author illustrates how both home and school can contribute to a child's academic failure and how negative reactions from parents and teachers can lead a child to fear failure rather than cope with it. (SJL)

Interaction of Personal Involvement and Actual Outcome was not confirmed. Subjects attributed greater causality to the therapist's delivery when the actual outcome differed from the expected outcome. Subjects also attributed greater causality to the actor-therapist for a successful outcome. (Author/BEF)

Studies the effects of childhood achievement experiences as they might determine generalized internal-external control orientations (I-E). Analysis of I-E items revealed that those who performed poorly were most likely to attribute achievement experiences to luck. (Author)

The key culprit in academic failures is teachers' attitudes about students' learning abilities. Several ways to correct this bias and to help all students realize their potential are discussed. (CJ)

Theoretical issues concerning change and the phenomenon of resistance are highlighted in this analysis of opposition observed during in-service training of high school and junior high school counselors. Behavioral examples are examined with reference to principles found in current change theory for the would-be change agent. (Author)

Presents results of a study of recent graduates of graduate library and business schools to determine career patterns through data on demographics, family background, education, parent education and occupation, area of specialization, academic standing, employment history, and the factors which respondents considered as influencing career success…