The comparative effect of frustration and success on goal-directed behavior in the classroom

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Within a classroom situation the hypothesis was tested that those students receiving failing grades on an examination will significantly decrease the quantity of their subsequent class note-taking relative to the quantity of subsequent note-taking of those receiving passing grades on the examination. Differences between the mean number of words recorded by the two groups were not significant. Frustrated subjects tended to take fewer notes following examination but returned to or increased their previous level after 48 hours. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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