Learners vary in self-awareness and may respond differently to information about their ability to perform a novel task. This study explored the effects of entry-level skill information and feedback on learners classified as either high or low in generalized expectancy for success. / Three levels of treatment included an introduction to a hieroglyphics lesson, the lesson, and a posttest. The first level explained the lesson and listed the performance objectives. The second level added a checklist of entry-level skills. The third level included the performance objectives, the checklist, and exercises covering the entry-level skills. / Several weeks before the experiment, one hundred and eight students received the Generalized Expectancy for Success Scale. They were then ranked, matched by threes, and randomly assigned to one of the three levels of treatment. / An analysis of variance showed no main effects of treatment on the dependent variables. Students who received the list of entry-level skills and practice feedback showed no higher level of self-efficacy, outcome expectancy, attitude, choice preference, or performance than the control group. The analysis did show significant main effects for generalized expectancy level on outcome expectancies (p $<$.05) and on choice preference (p $<$.05). No interactions between experimental treatments and generalized expectancy levels were found. / The findings suggest that informing adolescent learners of instructional objectives has essentially the same effect on individuals' self-efficacy, outcome expectancy, attitude, choice preference, and performance as information on entry-level skills has. The significant effect of generalized expectancy level on outcome expectancies and expressed preference for participating suggests that: (1) generalized expectancy may be a viable personality characteristic that affects certain expectancies and attitudes in novel situations; (2) outcome expectancy and choice preference may be related; and (3) outcome expectancy and perceptions of self-efficacy may be distinct personality variables that can be measured separately. / Source: Dissertation Abstracts International, Volume: 50-05, Section: A, page: 1201. / Major Professor: John Keller. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78001 |
| Contributors | Laugen, Linda Fay., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 205 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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