Some effects of preperformance information on academic expectations

Examined the effects of record-card-type information on performance expectations, using 124 university students. It was found that expectations based solely on preobservational information (i.e., standardized tests, previous teachers, family, and physical characteristics) were positively related to the quality of the reported performance. The perceived accuracy of these expectations, however, was relatively uninfluenced by the perceived accuracy of the source that generated them. In addition, expectations stated after more direct exposure to student performance (i.e., in-class spelling test results) continued to be influenced by preobservation expectations. Unexpectedly, below average preexpectations led to higher post-spelling-test expectations than above average preexpectations. The implications of results for the public concern over types of record card information are discussed. (11 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1979 American Psychological Association.

Duke Scholars

Author Harris M. Cooper Psychology & Neuroscience