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ERIC Number: EJ1007772
Record Type: Journal
Publication Date: 2013-Feb
Pages: 4
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1041-6080
Motivated or Paralyzed? Individuals' Beliefs about Intelligence Influence Performance Outcome of Expecting Rapid Feedback
Zhao, Qin; Zhang, Jie; Vance, Kaleigh
Learning and Individual Differences, v23 p168-171 Feb 2013
The current research examines whether and how beliefs about intelligence moderate the effects of expecting rapid feedback on exam performance. Thirty-six undergraduates participated in a field experiment with two between-subjects independent variables: anticipated feedback proximity and beliefs about intelligence. The results show that expecting same-day feedback significantly lowered exam performance of students who were primed with an entity belief about intelligence, compared to a 3-day delay. However, students who were primed with an incremental belief about intelligence showed an enhancement trend in exam performance in anticipation of same-day feedback, relative to a 3-day delay. The findings contribute to our understanding of individual differences in performance outcome of expecting rapid feedback and have significant educational implications. (Contains 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A