An instructor was interested in how framing impacted her students' feelings about her grades. She randomly assiagned students to either receive positive ("This is an improvement") or negative ("You will still need to do a lot of work on this") feedback on an assignment. She further assigned students to a points lost (-10 points) or points gained (+90 condition) condition. After teach assignment was returned, she asked students to rate the fairness of their grades on a 10-point scale (0 = not fair at all, 10 = extremely fair). Points Lost Points Gained Mean Positive Feedback 7.8 7.9 7.85 Negative Feedback 4.3 5.5 4.9 Mean 6.05 6.7 The cells of this study reflect a main effect
An instructor was interested in how framing impacted her students' feelings about her grades. She randomly assiagned students to either receive positive ("This is an improvement") or negative ("You will still need to do a lot of work on this") feedback on an assignment. She further assigned students to a points lost (-10 points) or points gained (+90 condition) condition. After teach assignment was returned, she asked students to rate the fairness of their grades on a 10-point scale (0 = not fair at all, 10 = extremely fair).
Points Lost Points Gained
Positive Feedback 7.8 7.9 7.85
Negative Feedback 4.3 5.5 4.9
Mean 6.05 6.7
The cells of this study reflect a main effect of feedback type?
What best describes that main effect?
1. On average students who received positive feedback thought their grades were more fair.
2. The effect of the feedback type depended on whether points were lost or gained. Students who received positive feedback rated grades more fair only if their points were framed in terms of losses.
3. On average, students who received negative feedback thought their grades were more fair.
4. On average, students all rated their grades as fair.
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