The power of anticipated feedback: Effects on students' achievement goals and achievement emotions

By Reinhard Pekrun, Aisling Cusack, Kou Murayama, A. Elliot, Kevin Thomas. 2014

282 citations recorded by the source corpus.

In an experimental study (N ¼ 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 performanceavoidance goal adoption. Furthermore, feedback condition and achievement goals predicted testrelated 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.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/af7ccb7b9aa73566bf13e3493b6e4ac9fd87ff0c

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions (2017, background): “Other studies have examined how emotional states interact with cognitive appraisal processes to influence an individual's motivation and behaviours towards learning and their performance (Pekrun, Frenzel, Goetz, & Perry, 2007; Pekrun et al., 2014).”
A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback (2019, background): “…to prior assessments, and comments that identify next steps for continued improvement may be particularly important to explore in future research given recent arguments of their effectiveness (e.g. Anderman et al., 2010; Pekrun et al., 2014; Wollenschl€ager, Hattie, Machts, M€oller, & Harms, 2016).”
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. (2017, methodology): “By using grades, we sought to employ an ecologically valid measure of student achievement (for a similar procedure, see Pekrun et al., 2014).”
A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “In previous research, the link was explored from the SDT to ME, given that external orientation and amotivation may likely prompt fear, anxiety and embarrassment of learners (Pekrun, Cusack, Murayama, Elliot, & Thomas, 2014).”