Journal of Education for Business
Organizational Behavior and Theory
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.
Dunegan, K. (2010). GPA and Attribute Framing Effects: Are Better Students More Sensitive or More Susceptible? Journal of Education for Business, 85, pp. 239-247.
This 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.