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ERIC Number: EJ1123742
Record Type: Journal
Publication Date: 2017-Jan
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0256-2928
The Effects of Expectancy-Incongruent Feedback and Self-Affirmation on Task Performance of Secondary School Students
Baadte, Christiane; Kurenbach, Friederike
European Journal of Psychology of Education, v32 n1 p113-131 Jan 2017
In the present study, the assumption was tested that expectancy-incongruent feedback in conjunction with explicit self-affirmation directs attention away from the task and to the self. As a result, performance should decrease in resource-sensitive text/picture comprehension tasks as compared to resource-insensitive tasks. Three hundred and thirty-seven fifth graders first completed either easy or difficult text/picture comprehension tasks and then rated their learning outcome. After that, they received bogus feedback that had been congruent or incongruent with their expectations. In addition, half of the participants were given the opportunity for self-affirmation before they completed additional easy or difficult text/picture tasks. As predicted, feedback better than expected or worse than expected impaired performance in the resource-sensitive tasks but only in the self-affirmation condition. The results are discussed with regard to central assumptions of the feedback intervention theory (Kluger and DeNisi, "Psychological Bulletin," 119: 254-284, 1996) and practical implications for the provision of feedback.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A