Direct and indirect effects of completion versus accuracy contingencies on practice-exam and actual-exam performance

Journal of Behavioral Education

Volumn 14, Issue 2, 2005, Pages 141-152

  Oliver, Renee ^a   Williams, Robert L ^b  

^a School Psychology   (United States)

^b UNIVERSITY OF TENNESSEE   (United States)

Author keywords

College students; Exam contingencies; Homework; Practice exams

Indexed keywords

EID: 17144431317     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1007/s10864-005-2707-8     Document Type: Article

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