Abstract
The study was designed to investigate the extent to which expectancies and performance of emotionally handicapped children could be altered by success- or failure-induced experiences. Students were randomly assigned to either of two experimental conditions during five trials of a guessing task. Immediately following the initial experience, all children were asked to estimate their expectancy of success on a novel learning task; students were then given a progressive matrix worksheet with ten problems which required adding and/or subtracting. It was hypothesized that those students in the success condition would have higher expectancies and actual performance scores than the children in the failure condition. It was further hypothesized that expectancy levels and performance scores would be related. An analysis of the results indicated that success and failure on a task were influential on subsequent expectancy estimates and performance; a discussion of these results is presented.
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