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Feedback and performance expectancies in an academic setting
Authors:Meredith M. Kimball  Vicky A. Gray
Affiliation:(1) Department of Psychology, Simon Fraser University, V5A 1S6 Burnaby, British Columbia;(2) University of New Brunswick, Canada
Abstract:College students in two psychology courses estimated their confidence in passing and their anticipated score for three examinations. On the first examination the results from both courses supported the prediction that women, compared to men, would be less confident of passing, would predict lower scores, and would underestimate their obtained scores. These sex differences disappeared, as predicted, on the second and third examination for the course, in which the situation remained relatively constant over the term. However, contrary to predictions, the sex differences were maintained over all three examinations for the second course, which involved different instructors for each exam. Thus, the effects of feedback on performance expectancies seem to be vulnerable to situational changes.
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