Responsibility acts as a psychological adhesive that connects an actor to an event and to relevant prescriptions that should govern conduct. People are held responsible to the extent that (a) a clear, well-defined set of prescriptions is applicable to an event (prescription-event link); (b) the actor is perceived to be bound by the prescriptions by virtue of his or her identity (prescription-identity link); and (c) the actor is connected to the event, especially by virtue of appearing to have personal control over it (identity-event link). Studies supported the model, showing that attributions of responsibility are a direct function of the combined strengths of the 3 linkages (Study 1) and that, when judging responsibility, people seek out information that is relevant to the linkages (Study 2). The model clarifies prior multiple meanings of responsibility and provides a coherent framework for understanding social judgment.
College students believed that they were judges in a real cheating case (in actuality, it was fictitious) under adjudication by a student honor court. Participants recommended harsher punishment after being led to believe that they would explain their decisions in a face-to-face meeting with (a) an official from the honor court, as compared to a meeting with the student or no anticipated meeting (Experiment 1), or (b) the professor who brought the charge of cheating, as compared to a meeting with the student (Experiment 2). These effects occurred even when participants wrote their decisions after learning that the anticipated meeting was canceled. The salient audience thus seemed to induce shifts in perspective or evaluative orientation during decision making, and not simply reporting shifts designed to please the audience.
Supplemental Instruction (SI) is a peer tutoring system shown to increase course grades and reduce dropout, particularly for courses with significant failure/dropout rates. Unfortunately, such systems can place significant time and resource demands on faculty, SI personnel, and higher education institutions, all of which pose impediments to their adoption. Given this concern, an assessment of a less resource-taxing version of SI is presented. Across three sections of Introductory Psychology, 30%–42% of enrolled students attended at least one lower-resource group tutorial session. These students performed significantly better on course exams than did non-attendees, by as much as a letter grade. Further, those who attended more sessions earned higher final course grades. These performance differences do not appear to be due to selection bias; session attendance predicted grades on four of the five course exams, even after controlling for students’ academic ability and motivation. Students who did not participate cited time constraints as the primary reason. Those who did participate perceived most session activities as highly beneficial, especially completing a pre-session study guide and reviewing the answers in-session. Thus, the present tutoring program appears to represent an effective, efficient method of achieving desirable academic outcomes that students regard as worthwhile.
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