A New Instrument for Assessing Students' Orientations towards Grades and Learning

Eison, James

doi:10.2466/pr0.1981.48.3.919

Cited by 66 publications

(47 citation statements)

References 5 publications

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“…They were also asked about their own neutralizing attitudes and their perception of the neutralizing attitudes at their school generally. Finally, participants were given the LOGO II scale (Eison 1981), a measure of extrinsic and intrinsic motivation. In order to reduce social desirability effects, questions and statements in the survey described particular behaviors but did not explicitly label them as cheating behaviors.…”

Section: Methodsmentioning

confidence: 99%

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Situational and Personal Causes of Student Cheating

2008

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The causes of students' academic dishonesty behavior were explored using survey and experimental vignette methods. Participants were surveyed about their own cheating behavior, neutralizing attitudes, performance/mastery orientation and perceptions of peer attitudes and behavior. As predicted, neutralizing attitudes influenced cheating behavior directly, but also indirectly, increasing the effect of individual attitudes. Observing others cheating was strongly correlated with one's own cheating behavior. These variables are also shown to have different effects on exam cheating and plagiarism and cases of giving and receiving unauthorized information. Correlations were tested using experimental vignette methods, which supported the claims made from survey data.

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Section: Methodsmentioning

confidence: 99%

“…To explore how significantly motivation contributed to cheating behavior correlational studies were conducted using Eison's (1981) LOGO measure. A student who is motivated by performance is more likely to cheat, while a learning-motivated student is less likely to cheat (Jordan 2001;Newstead et al 1996).…”

Section: Intrinsic/extrinsic Motivationmentioning

confidence: 99%

Situational and Personal Causes of Student Cheating

2008

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“…On the other hand, extrinsic goals (also referred to as performance goals, performance orientation or grade orientation) are generally associated with interests that go beyond the material itself, such as demonstrating one's competence to others, hiding one's incompetence from others, or other reasons extrinsic to the subject matter, such as to obtain a good grade, a higher salary or a better career (Anderman, Griesinger, and Westerfield, 1998;Dweck, 1986;Dweck and Leggett, 1988;Eison, 1981;Eison, Pollio, and Milton, 1986;Wryobeck and Whitley, 1999).…”

Section: Motivation and Competencementioning

confidence: 99%

Evaluating the Motivation of Other Students to Cheat: A Vignette Experiment

Rettinger

Jordan

Peschiera

2004

Research in Higher Education

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“…The college student role is rich, complex and demanding with respect to learning behavior, but it is well known that students differ in behavior that might be considered 'learning oriented' (cf. Eison, 1981;Eison, Pollio, & Milton, 1982). Also, college students not only constitute an important learning-relevant population in and of itself, but also these people will soon enter the workforce full time, so their perceptions of KSAO improvability are therefore important and relevant for more than one reason.…”

Section: Research Settings Overviewmentioning

confidence: 99%

“…Given that the setting for this study emphasized learning in a college setting, the learning orientation part of the LOGO (Eison, 1981;Eison et al, 1982) instrument was used to assess goal orientation. The LOGO provides scores for 'learning orientation' and 'grade orientation.'…”

Section: Time and Reason For Data Collectionmentioning

confidence: 99%

Beliefs about ‘improvability’ of career‐relevant skills: relevance to job/task analysis, competency modelling, and learning orientation

et al. 2002

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SummaryBased on data obtained from three samples of participants from both a work organization and a college setting, this paper addressed two major research objectives relevant to organizational behavior and applied psychology. First, we wanted to explore the nature of implicit theory of skill malleability in more detail than has been done before. This was done by drawing on KSAO dimensions from the task/job analysis literature, and examining linkages among: (a) task/job analysis; (b) implicit theories; and (c) competency modelling (an area in which there has been little empirical research). The studies found multiple factors of beliefs about KSAO improvability and showed a clear ordering of improvability beliefs (from most to least improvable) that follow predictions made in the Iceberg model of competencies. The present studies also found relationships between perceptions of KSAO importance and KSAO improvability, as well as evidence that this relationship is stronger for people who have been in a role/job longer, having had greater opportunity to observe critical KSAOs improve over time. A second major objective of the research was to explore improvability beliefs within a nomological network that would help to further establish the construct validity of the beliefs within the learning/development area. Using structural modelling, the improvability beliefs were tied to learning-oriented concepts including self-efficacy for learning and development, tendency to compare oneself to others when learning, as well as learning-oriented attitudes and behaviors. The potential practical value of improvability beliefs is discussed, as are suggestions for future research.

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A New Instrument for Assessing Students' Orientations towards Grades and Learning

Cited by 66 publications

References 5 publications

Situational and Personal Causes of Student Cheating

Situational and Personal Causes of Student Cheating

Evaluating the Motivation of Other Students to Cheat: A Vignette Experiment

Beliefs about ‘improvability’ of career‐relevant skills: relevance to job/task analysis, competency modelling, and learning orientation

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