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When the Tail Wags the Dog: Perceptions of Learning and Grade Orientations in, and by, Contemporary College Students and Faculty. Howard R. Pollio University of Tennessee at Knoxville Hall P. Beck Appalachian State University. Learning Orientation Items.

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When the Tail Wags the Dog: Perceptions of Learning and Grade Orientations in, and by, Contemporary College Students and Faculty

Howard R. Pollio

University of Tennessee at Knoxville

Hall P. Beck

Appalachian State University


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Learning Orientation Items Grade Orientations in, and by, Contemporary College Students and Faculty

I find the process of learning new material fun.

I enjoy classes in which the instructor attempts to relate material to concerns beyond the classroom.

I browse the library even when not working on a specific assignment.


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Learning Oriented Students Tend To Grade Orientations in, and by, Contemporary College Students and Faculty

  • Display effective study skills.

  • Exhibit above average reasoning skills.

  • Have high levels of self motivation.

  • Possess other positive educational attributes.


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Grade Orientation Items Grade Orientations in, and by, Contemporary College Students and Faculty

I think that without regularly scheduled exams I would not learn and remember very much.

I think that grades provide me a good goal to work toward.

I try to find out how easy or hard an instructor is before signing up for a course.


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Grade Oriented Students Tend To: Grade Orientations in, and by, Contemporary College Students and Faculty

Be inefficient in their study habits.

Find little pleasure in reading.

Have below average Scholastic Aptitude Test scores for their university.

Receive poor grades.


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How Not To See Grade Orientations in, and by, Contemporary College Students and Faculty


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Equestrian Statue of Marcus Aurelius Grade Orientations in, and by, Contemporary College Students and Faculty


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Purpose Grade Orientations in, and by, Contemporary College Students and Faculty: Assess the Positive and Negative Values Attached to Learning

Study 1: Students View Of Their Orientations

Study 2: Students View Instructors’ Orientations

Study 3: Instructors View Students’ Orientations


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Study 1 Main Objective Grade Orientations in, and by, Contemporary College Students and Faculty

To measure the degree that students are dissatisfied with their current orientations.


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Study 1 Results Grade Orientations in, and by, Contemporary College Students and Faculty


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Student Focus Groups Explain Why Students Are Dissatisfied With Their Orientations

Instructors are in control.

Instructors prevent students from achieving their high learning oriented and low grade oriented ideals.

Most instructors encourage grade orientation.

Most instructors give scant attention to learning orientation.


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Study 2 Main Objective With Their Orientations

To determine if most students believe that instructors overly emphasize grade orientation and are unconcerned with promoting learning orientation in their courses.


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Study 2 Results With Their Orientations


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An Instructor Objects With Their Orientations

Giving the precious gift of knowledge.

Grades are a bureaucratic inconvenience.

Students are not learning.

Students are in control.


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The Instructor’s Response With Their Orientations

He begins to emphasize grades.


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Study 3 Main Objectives With Their Orientations

To determine if instructors would like for students to be more grade oriented.

To test the hypothesis that instructors are unconcerned with promoting learning orientation.


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Study 3 Results With Their Orientations


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Learning and Grade Orientations From the Students’ Perspective

Students are highly dissatisfied with their own orientations. They want to be more learning oriented and less grade oriented.

Results of Study 2 are consistent with the premise that students believe instructors pressure them to be more grade oriented and less learning oriented than they desire.


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Learning and Grade Orientations From the Instructors’ Perspective

Many instructors are dissatisfied with the learning and grade orientations displayed by their students.

Instructors want their students to be more learning oriented and less grade oriented.


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Why Do Students and Faculty Misjudge One Another: A Lover’s Quarrel?

Need for Student-Instructor Dialogue

Reactance


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