Document Type

Article

Publication Date

2010

Publication Title

Journal of Education for Business

Keywords

Organizational Behavior

Disciplines

Organizational Behavior and Theory

Abstract

Data 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.

DOI

10.1080/08832320903449444

Version

Publisher's PDF

Volume

85

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