The significance of the attitude a student holds towards grades has long been overlooked by researchers. A new paper-and-pencil questionnaire (LOGO), designed to assess whether a student learner is oriented primarily towards learning (LO) or towards grades (GO), is described. Initial evidence supports the reliability and validity of the LOGO Scale, and implications are drawn for its use in research.

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Two studies exploring educational and personal differences between learning- and grade-oriented students are reported. Learning-oriented students were more emotionally stable, trusting, imaginative, forthright, placid, self-sufficient, and relaxed than their grade-oriented counterparts. Learning-oriented students also had better study habits, less debilitating test anxiety, and reported higher collaborative and participative learning styles. Implications of these findings were drawn for educational and research practices in higher education.

Nornrrss. Honrrcks, and Stevenson (1989) found that faculty in higher edrrcatiirn hud mixed attitudes ~(rncernin~ the lac of extra credit. In this article, u~e present our study ofpsychology farulfy u~ho rated each rrf 39 extra-nedit ol~portunities on three dimensirm: their use rrf the item, its educutirm~ vulue, and the likelihard rhat all sttulents uould be able m armplete the oplmrtrcnit? (access). Appmximately 82% of respondents r~pmted usincextra nedit. Sipificunt positive correlution~ wne obruined between rated educatrrmul talue and use of extra nedit, as well as mtings for use and access. The pmentace of reportal use in our study sugesrs thut psycho lo^). faculry are likel? to rcse extra nedit.Alrhou~h opinions cuncerning the use of extra nedit varied dramu tic all^, ihc most communly used extra-nedit opportunities wne those rated to haw the highest edricational value.

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