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

1. 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

2. Learning Orientation Items 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.

3. Learning Oriented Students Tend To • Display effective study skills. • Exhibit above average reasoning skills. • Have high levels of self motivation. • Possess other positive educational attributes.

4. Grade Orientation Items 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.

5. Grade Oriented Students Tend To: Be inefficient in their study habits. Find little pleasure in reading. Have below average Scholastic Aptitude Test scores for their university. Receive poor grades.

6. How Not To See

7. Equestrian Statue of Marcus Aurelius

8. Purpose: 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

9. Study 1 Main Objective To measure the degree that students are dissatisfied with their current orientations.

10. Study 1 Results

11. 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.

12. Study 2 Main Objective To determine if most students believe that instructors overly emphasize grade orientation and are unconcerned with promoting learning orientation in their courses.

13. Study 2 Results

14. An Instructor Objects Giving the precious gift of knowledge. Grades are a bureaucratic inconvenience. Students are not learning. Students are in control.

15. The Instructor’s Response He begins to emphasize grades.

16. Study 3 Main Objectives 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.

17. Study 3 Results

18. 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.

19. 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.

20. Why Do Students and Faculty Misjudge One Another: A Lover’s Quarrel? Need for Student-Instructor Dialogue Reactance