40 students were instructed to complete a critical analysis of a book for their course in psychology. These Ss were divided into four different groups. One group was told that the grade received on this assignment would count toward the final mark, while another group was told that all reports would receive an “A” grade. A rewrite-no rewrite procedure was introduced for each half of these groups. The results showed an effect of both the grading (p < .05) and rewrite (p < .05) variables in terms of improved academic performance.
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