Students are given a problem to solve. After 60 seconds they are stopped (before they finish) and the teacher demonstrates the right solution along with the comment, "I feel sorry for you because you haven't gotten any puzzles right so far." This is repeated for five problems. According to research by Graham and her colleagues,
a. students who receive pity from the teacher are more likely to attribute their failure to lack of ability than are students who do not receive the pity statements
b. students who receive pity from the teacher work harder on new problems than students who do not receive the pity statements
c. students who receive pity from the teacher feel more secure about their ability tosolve the problems than students who do not receive pity statements
d. none of the above
A
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