An investigation of the partial-assignment completion effect on students' assignment choice behavior

Meredith L. Hawthorn-Embree*, Christopher H. Skinner, John Parkhurst, Elisha Conley

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This study was designed to investigate the partial assignment completion effect. Seventh-grade students were given a math assignment. After working for 5. min, they were interrupted and their partially completed assignments were collected. About 20. min later, students were given their partially completed assignment and a new, control assignment that contained the same number of equivalent problems that were incomplete on their partially completed assignment. Students were told that they would have to complete an assignment but could choose which assignment they completed. Significantly more students chose their partially completed assignment. Theoretical and applied implications and directions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)433-442
Number of pages10
JournalJournal of School Psychology
Volume49
Issue number4
DOIs
StatePublished - Aug 1 2011

Keywords

  • Discrete task completion hypothesis
  • Partial assignment completion effect
  • Student choice
  • Task interruption

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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