Examining Anticipated and Experienced Psychological Cost in an Educational Psychology Course

• In Event: AERA Virtual Poster Session 2
  In Poster Session: Teaching Educational Psychology SIG Poster Session

Abstract

This study examined whether there was a difference in students’ anticipated and experienced cost perceptions in an educational psychology course with a flexible assignment policy. Paired t-tests compared mean anticipated and experienced costs in four distinct dimensions (task effort, outside effort, loss of valued alternatives, and emotional) and for differences between experienced outside effort cost and the other three dimensions of experienced cost. Results showed that students’ experienced costs were significantly lower than their anticipated costs with respect to the task effort, loss of valued alternatives, and emotional cost dimensions. Results also revealed students experienced significantly higher experienced outside effort cost than other types of experienced cost, suggesting it may not be as strongly influenced by pedagogical choices.

Authors

• Matthew James Schell, Michigan State University

• Alexandra Lee, Michigan State University

• Kimberly Marie Alberts, Michigan State University