Locus of Control, Task Expectancies, and Children’s Performance following Failure

Lewis-Beck, J. Arline

doi:10.1080/00220671.1978.10885072

Cited by 5 publications

(2 citation statements)

References 14 publications

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“…Many studies have indicated that success feedback was motivational whereas failure feedback was de-motivational (e.g., Boggiano & Barrett, 1985;Lewis-Beck, 1978). However, a metaanalysis by Kluger and DeNisi (1996) showed that this was not the case.…”

Section: Introductionmentioning

confidence: 92%

Are success and failure experiences equally motivational? An investigation of regulatory focus and feedback

Shu

Lam

2011

Learning and Individual Differences

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a b s t r a c tThe present study extended regulatory focus theory to an educational setting and attempted to identify individuals with high motivation after both success and failure feedback. College students in Hong Kong (N = 180) participated in an experiment with a 2 promotion focus (high vs. low) × 2 prevention focus (high vs. low) × 2 feedback (success vs. failure) design. The results showed that after success feedback, the students with promotion focus were more motivated than their counterparts with prevention focus. This pattern was reversed after failure feedback. However, the results failed to show that students high in both regulatory focuses were motivated after success as well as failure feedback. The findings are discussed with reference to the literature on flexibility of regulatory focuses. Practical and theoretical implications of feedback are also discussed.

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Section: Introductionmentioning

confidence: 92%

Are success and failure experiences equally motivational? An investigation of regulatory focus and feedback

Shu

Lam

2011

Learning and Individual Differences

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“…Interestingly, this empirical research has yielded evidence that negative expectations can have incremental effects on test performance. For example, Lewis-Beck (1978) reported evidence that the induction of a negative expectancy by way of failure feedback was related to improved performance. Similar effects have been observed in a number of other studies as well (cf.…”

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confidence: 99%

When Negative Stereotypic Expectancies Turn Into Challenge or Threat: The Moderating Role of Regulatory Focus

Keller

2007

Swiss Journal of Psychology

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The impact of negative stereotypic expectations on men’s verbal performance was investigated in an experimental study. The study was designed to test a theoretical perspective that relates self-regulatory processes as postulated in Regulatory Focus Theory (Higgins, 1998) to stereotypic expectancy effects on test performance as previously documented in research on stereotype threat. It is argued that negative stereotypic expectancies (e.g., “Men are bad at verbal tasks”) are more likely to result in a threat experience and poorer test performance when a prevention focus and in turn a special sensitivity to potential negative outcomes is activated whereas negative stereotypic expectancies are more likely to result in a challenge experience and better test performance when a promotion focus has been induced. The results indicate that expectancy effects on test performance are indeed moderated by the mode of self-regulation activated in the testing situation.

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The role of gender-related processes in the development of sex differences in self-evaluation and depression

Ruble

Greulich

Pomerantz

et al. 1993

Journal of Affective Disorders

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Locus of Control, Task Expectancies, and Children’s Performance following Failure

Cited by 5 publications

References 14 publications

Are success and failure experiences equally motivational? An investigation of regulatory focus and feedback

Are success and failure experiences equally motivational? An investigation of regulatory focus and feedback

When Negative Stereotypic Expectancies Turn Into Challenge or Threat: The Moderating Role of Regulatory Focus

The role of gender-related processes in the development of sex differences in self-evaluation and depression

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