We surveyed introductory psychology students at 2 universities regarding their purchase and use of introductory level college texts. Most students who purchased texts used them infrequently, perceived that studying class notes and attending lectures were more important than reading the text for receiving a good grade, and spent less than 3 hr per week reading their texts. We recommend that college instructors establish specific, predictable contingencies to increase the likelihood that students will purchase and read the assigned texts in their introductory classes.
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