The effects of examination grades on college students' study behaviors, attendance, and evaluations of instruction were examined in an undergraduate psychology course. A paradigm involving a team-teaching procedure was employed, which enabled the questions to be investigated in the natural setting using an experimental, rather than correlational, methodology. Liberal grading was found to result in higher evaluations of course and instructor but had no demonstrable effect on studying or attendance. The implications of these findings and alternative interpretations are discussed.
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