Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J. and Thomas, K., 2014. The power of anticipated feedback: Effects on students' achievement goals and achievement emotions. Learning and Instruction, 29, 115 - 124 .
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Learning and Instruction paper (Pekrun et al., 2013).pdf
In an experimental study (N=153 high school students), we tested a theoretical model positing that anticipated achievement feedback influences achievement goals and achievement emotions, and that achievement goals mediate the link between anticipated feedback and emotions. Participants were informed that they would receive self-referential feedback, normative feedback, or no feedback for their performance on a test. Subsequently, achievement goals and discrete achievement emotions regarding the test were assessed. Self-referential feedback had a positive influence on mastery goal adoption, whereas normative feedback had a positive influence on performance-approach and performance-avoidance goal adoption. Furthermore, feedback condition and achievement goals predicted test-related emotions (i.e., enjoyment, hope, pride, relief, anger, anxiety, hopelessness, and shame). Achievement goals were documented as significant mediators of the influence of feedback instruction on emotions, and mediation was observed for seven of the eight focal emotions. Implications for educational research and practice are discussed.© 2013 The Authors.
|Group:||Faculty of Science and Technology|
|Deposited By:||Unnamed user with email symplectic@symplectic|
|Deposited On:||10 Jul 2014 10:43|
|Last Modified:||10 Sep 2014 14:57|
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