The present study investigated the effects of manipulated feedback concerning examination performance on locus of control beliefs. Brecher and Denmark (1972) found that students given manipulated feedback concerning results of a recent examination exhibited a significant increase in their I-E scores. In the present study, 84 students enrolled in one of three classes of a lower level, undergraduate Psychology course at Western Kentucky University, taught by the same instructor, were used as subjects. These subjects were administered the I-E Scale and about one month later took a regularly scheduled examination over course material. The first clans session after the exam, the instructor informed one class that they all had performed very poorly on the exam, and another class he told that they all had done very well. Beth classes were re-administered the I -E Scale immediately, and after completion of this were riven the true results of their exam. The third class was not told of their exam results but were re-administered the I -E Scale. The chances In the pre- and posttest scores of all three groups were analyzed by the use of a one-way analysis of variance. No significant differences were found.
| Identifer | oai:union.ndltd.org:WKU/oai:digitalcommons.wku.edu:theses-3273 |
| Date | 01 July 1975 |
| Creators | Doyle, Douglas |
| Publisher | TopSCHOLAR® |
| Source Sets | Western Kentucky University Theses |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Masters Theses & Specialist Projects |
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