Is it always good to provide positive feedback to students? The moderating effects of culture and regulatory focus

Shu, Tse-Mei; Lam, Shui‐fong

doi:10.1016/j.lindif.2016.06.012

Cited by 17 publications

(11 citation statements)

References 28 publications

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“…For example, a recent study has tested the relationships between the perceived parent and peer attachment styles and FTP, and revealed significant relationships among these variables (Laghi, Pallini, Baumgartner, & Baiocco, 2016). Finally, as there are cultural differences in RF (Shu & Lam, 2016;Uskul, Sherman, & Fitzgibbon, 2009) and RF is found to be a good predictor of cross-cultural differences in achievement-related behaviours (Kurman et al, 2014), it is vital to test our model cross-culturally.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Adolescents' and parents' regulatory focus as determinants of future time perspective on school and professional career

Andre

Vianen

Peetsma

2017

Learning and Individual Differences

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Future time perspective (FTP)-individuals' orientation towards future goals and consideration of future consequences-is a successful motivator in education and work. This study is the first that integrates Regulatory focus (RF) theory with FTP theory to explore relationships between adolescents' RF, their perceptions of parents' RF, and their FTP on school and professional career. A total of N = 347 adolescents participated in the study. Structural equation analyses showed that adolescents' promotion RF was positively related to FTP on school and professional career, whereas adolescents' prevention RF was negatively related to their FTP. Adolescents' perceptions of parent regulatory foci were related to their own regulatory foci. Specifically, when adolescents perceived that their parents stimulate them to take on challenges, they were more promotion focused and contemplated more strongly on their future school and career. Implications for FTP and RF theory, and child development and education are discussed.

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Section: Limitations and Future Researchmentioning

confidence: 99%

Adolescents' and parents' regulatory focus as determinants of future time perspective on school and professional career

Andre

Vianen

Peetsma

2017

Learning and Individual Differences

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“…For example, prevention‐oriented participants performed worse in a second visual search test after having received positive performance feedback on a first similar test, than after having received negative feedback. In contrast, promotion‐oriented participants performed better after having received positive than negative feedback (Shu & Lam, 2016). Imagining or experiencing success in a prevention‐framed task also lowered participants’ engagement and performance in a subsequent related task, whereas imagining/experiencing success in a promotion‐framed task increased subsequent performance (Van Dijk & Kluger, 2004, 2011; see also Förster et al., 2001; Idson & Higgins, 2000; Shu & Lam, 2011).…”

Section: Regulatory Closurementioning

confidence: 99%

Boosted by closure! Regulatory focus predicts motivation and task persistence in the aftermath of task‐unrelated goal closure

Lalot

Gollwitzer

Quiamzade

et al. 2022

Euro J Social Psych

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Past research has found that regulatory closure, that is, successful goal striving regulated either under a promotion or prevention focus, has important consequences in terms of motivational activation and mobilisation of cognitive resources in subsequent tasks, but it mostly investigated motivation in the same or similar tasks to the one for which closure was achieved. Drawing from an energisation‐deactivation hypothesis, we investigated the effect of closure on performance and persistence in unrelated subsequent cognitive tasks. Across four studies, we found that promotion closure had an energising effect leading to: quicker decision times in lexical tasks (Studies 1–2), increased persistence and greater originality (Study 3), and greater visuospatial memory performance (Study 4). In contrast, prevention closure had a deactivating effect leading to reduced performance and persistence. No systematic differences arose in situations of non‐closure. We discuss results and implications with respect to both regulatory closure and regulatory fit theoretical approaches.

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“…Therefore, the most important goal for all universities is not only to provide knowledge and focus on student well-being, but also to encourage students to build social skills for their current academic and professional pursuits. This is because first year students not only have to adjust to university life, but they have to adapt to the environment, new social relationships, and different cultures [14,15]. Nonetheless, first year students require different social competencies throughout their academic years such as social skills and assertiveness as mechanisms in communication, adaptability, and well-being as well as strengthening their relationships with their fellow classmates, faculty, lecturers, and community [16,17].…”

Section: Introductionmentioning

confidence: 99%

Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia

et al. 2021

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This study is a needs analysis that aims to develop a psychosocial module based on a psychoeducation approach in order to strengthen the assertiveness, social skills, and psychological well-being of public university students in Malaysia. The specific objectives of this study were to identify the perceptions of university students on the need to design and build a psychosocial module, identify the constructs that should be included in the phase of designing and building of the psychosocial module as well as the support that has been received and the support that the students desire while on campus. This survey study utilized a questionnaire distributed to a total of 286 first year students studying at three public universities in Malaysia. The data obtained were analyzed by using descriptive statistics. The findings of the study showed a highly positive response from the students toward the development of a psychosocial module and the constructs listed in the questionnaire. Implications from this study can further solidify the constructs that should be included in the design and construction of the psychosocial module as well as identify the availability of the approaches, strategies, and support activities that have been received and desired by the students.

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Is it always good to provide positive feedback to students? The moderating effects of culture and regulatory focus

Cited by 17 publications

References 28 publications

Adolescents' and parents' regulatory focus as determinants of future time perspective on school and professional career

Adolescents' and parents' regulatory focus as determinants of future time perspective on school and professional career

Boosted by closure! Regulatory focus predicts motivation and task persistence in the aftermath of task‐unrelated goal closure

Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia

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