An Application of a Realistic Job Preview in an Instructional Setting

Abstract

This study, which applied the research findings on realistic job previews in a classroom setting, compared the effects of a “realistic” and “traditional” preview on students' initial classroom expectations, attitudes, classroom attrition, and performance. During registration, either a realistic or traditional preview booklet was placed in the registration materials of the 402 students enrolled in the class. During the first class period students were asked to predict their final grades for the course. A course evaluation was completed by each student at the end of the semester. Final course grades were obtained for each student as well as the identity of those students who had resigned from the course. No significant differences were found between the realistic preview group and the traditional preview group on any of the dependent variables. Regardless of the treatment group, the preview booklet was well received by the students.