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Journal of Marketing Education
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Exploring Achievement Striving as a Moderator of the Grading Leniency Effect

Donald R. Bacon

Daniels College of Business at the University of Denver

Jenny Novotny

Affiliated Computer Services (ACS) in Austin, Texas

Graduate and undergraduate students were asked to rate hypothetical teachers in a full-factorial, full-profile conjoint task. Teacher attributes of grading leniency, workload assigned, enthusiasm, and real-world orientation were manipulated. Achievement striving, a subscale of the Type A personality scale, was found to be inversely related to the tendency to give higher evaluations to lenient-grading teachers at the undergraduate level but not at the graduate level. Additional analyses and implications are discussed.

Journal of Marketing Education, Vol. 24, No. 1, 4-14 (2002)
DOI: 10.1177/0273475302241002
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