Richard Nierenberg
Biographic Data
| ID | 4235065 |
|---|---|
| NAME | Richard Nierenberg |
| GIVEN NAMES | Richard |
| FAMILY NAME | Nierenberg |
| SIGNATURE | NIERENBERG R |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0001-7014-2598 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 1976 |
| H-INDEX | 1 |
Social learning (locus of control) versus attributional (causal stability) interpretations of expectancy of success1
Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation
In a series of investigation s reported by Weiner and Kukla (1970), the effects of the perceived causes of success and failure on achievement evaluation were assessed. The subjects in these studies were asked to imagine themselves as who had given an exam to a class. The teachers were then to evaluate the students. Three kinds of information were provided for the evaluation: outcome on the exam, effort expended in studying for the exam, and level…
Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation
In a series of investigation s reported by Weiner and Kukla (1970), the effects of the perceived causes of success and failure on achievement evaluation were assessed. The subjects in these studies were asked to imagine themselves as who had given an exam to a class. The teachers were then to evaluate the students. Three kinds of information were provided for the evaluation: outcome on the exam, effort expended in studying for the exam, and level…
Further evidence concerning the effects of perceptions of effort and ability on achievement evaluation
In a series of investigation s reported by Weiner and Kukla (1970), the effects of the perceived causes of success and failure on achievement evaluation were assessed. The subjects in these studies were asked to imagine themselves as who had given an exam to a class. The teachers were then to evaluate the students. Three kinds of information were provided for the evaluation: outcome on the exam, effort expended in studying for the exam, and level…
Social learning (locus of control) versus attributional (causal stability) interpretations of expectancy of success1
Psychology (2 works) · Social Psychology (2 works) · Academic achievement (1 works) · Academic and Historical Perspectives in Psychology (1 works) · Battle (1 works) · Child and Adolescent Psychosocial and Emotional Development (1 works) · Citation (1 works) · Cognitive Science and Education Research (1 works) · Computer Science (1 works) · Counseling Practices and Supervision (1 works)