The effects of direct expectancy statements on the academic behavior and attitudes of academically borderline freshman engineering students were examined. Expectancy subjects (n = 12) who were told directly they were "late bloomers," in comparison to a no-prediction attentional control group (n=12) and an assessment control group (n= 19), significantly improved academic performance in two of four required courses. Analyses ol the attitude measures revealed that the expectancy statements resulted in greater self-confidence, greater expectation of academic success, and greater interest in and perceived relevance of course material. The potential usefulness of direct expectancy statements in modifying behavior was discussed.
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