The role of attributions in achievement situations is examined, as well as whether attributions can be altered by the implementation of specified instructional conditions. One hundred eighty nine students from four campuses of a city consolidated community college system were divided into two groups and taught over an 18-week semester by: (1)…

Time to learn, intelligence, and school achievement were correlated for fourth-, fifth-, and sixth-grade children. Time to learn was a strong correlate of school achievement. Correlations were lower between time to learn and IQ, and between IQ and achievement. (Author/RD)

Describes an investigation of time as a learner variable in an individualized mode of health instruction where time was permitted to vary, hypothesizing that aptitude as measured by a standardized test could correlate more closely with time in instruction than with achievement where students were expected to reach criterion levels. (MBR)