GPA and Attribute Framing Effects: Are Better Students More Sensitive or More Susceptible?Journal of Education for Business
- Organizational Behavior
AbstractData from 2 studies show students differ in terms of how attribute framing alters perceptions and reactions in a decision-making episode. Using student GPA as a moderator, results from a role-play–decision-making exercise (Experiment 1) show perceptions and intended actions of higher GPA students were more strongly affected by attribute framing manipulations than were participants with lower GPAs. A second experiment helped explain these findings. Results from Experiment 2 suggest students with higher GPAs responded to the inferred meaning of framed messages; that is, they looked beyond the literal message to find the message intended.
Publisher's StatementThis is an Author’s Accepted Manuscript of an article published in Journal of Education for Business, 2010, available online: http://www.tandfonline.com/10.1080/08832320903449444.
Citation InformationDunegan, K. (2010). GPA and Attribute Framing Effects: Are Better Students More Sensitive or More Susceptible? Journal of Education for Business, 85, pp. 239-247.