Abstract
Are some methods of instruction more suited to some students than to others? Do students who seem to be motivated to achieve through independent action actually do better in classes that reward independent behavior? And do students whose orientation is more one of conformity actually do better in classes that reward conforming behavior? This study found some of the anticipated results — and the authors discuss how their findings can be applied in college settings. Results at variance with earlier findings also are discussed.
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Root, J.R., Gall, M.D. Interactions between student achievement orientation, locus of control, and two methods of college instruction. ECTJ 29, 139–146 (1981). https://doi.org/10.1007/BF02766515
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DOI: https://doi.org/10.1007/BF02766515