The effects of feedback on students' achievement goals: Interaction between reference of comparison and regulatory focus

Shin, Jongho; Lee, You‐kyung; Seo, Eunjin

doi:10.1016/j.learninstruc.2016.11.008

Cited by 25 publications

(24 citation statements)

References 48 publications

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“…A study comparing departments using highly versus moderately selective assessment revealed that thirdyear undergraduates enrolled in the first kind of department perceived more peer competition and reported more performance goals . Consistently, experimental studies revealed that social comparison feedback (Shin et al 2017), anticipation of normative evaluation (Pekrun et al 2014), and even the mere salience of the selection function of university (Jury et al 2017, Study 1), predicted a stronger endorsement of performance goals.…”

Section: Selective Assessment and Controlled Reasons Connected To Permentioning

confidence: 89%

When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment

et al. 2018

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We adopted an achievement goal complex framework (studying achievement goals and reasons connected to goals) to determine when and why performance goals predict exploitation of others' knowledge. We hypothesized that: (i) when selective assessment is used (exams aiming to select a limited number of individuals), the link between performance goals and exploitation orientation is stronger; (ii) the reason why is that selective assessment fosters performance goals regulated by controlled reasons. Study 1 (N = 166) supported these hypotheses in a "real world" environment, comparing students enrolled in programs using non-selective versus selective assessment (but having a majority of common courses). Then, an experimental causal-chain-like design was used. In Study 2 (N = 187), presenting an intelligence test as selective (vs. [self-] evaluative) predicted controlled reasons connected to performance goals. In Study 3 (N = 192), inducing performance goals using controlling (vs. autonomy-supportive) language predicted exploitation orientation, indirectly impairing informationsharing behaviors. The results contribute to the understanding of both the structural antecedents and interpersonal consequences of achievement goal complexes. Keywords Achievement goals • Self-determination theory • Achievement goal complex • Exploitation orientation • Selective assessment I've been used many times over by classmates who only called when they needed help; they didn't associate with me once the class was over. An interviewee recounting his/her experience as a pre-med student (Coombs 1998, p. 3).

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Section: Selective Assessment and Controlled Reasons Connected To Permentioning

confidence: 89%

When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment

et al. 2018

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“…Those with a promotion focus tend to emphasize the eager strategies of positive outcomes, while people with a prevention focus emphasize the process of fulfilling duties and responsibilities and try to avoid the vigilance strategies of negative outcomes (Hamstra et al, 2011). In an educational context, the regulatory focus describes how students regulate the strategy motivation they use to accomplish a particular goal (Shin et al, 2017), which is considered a proximal factor of learning motivation that acts on cognition, behaviour, and emotions (Lanaj et al, 2012). Some studies have been shown that students who promote focus may prefer to seek out more reading material or other online course resources to achieve good grades.…”

Section: Online Learning Engagement and Regulatory Focusmentioning

confidence: 99%

Effects of regulatory focus on online learning engagement of high school students: The mediating role of self‐efficacy and academic emotions

Deng

Lei

Guo

et al. 2021

Computer Assisted Learning

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Background: Since the outbreak of COVID-19, online courses have been extensively used from K-12 to higher education. Online learning engagement, an important factor in online learning success, is currently at a low level in high school. Meanwhile, the research on the factors that influence high school students' online learning engagement is still limited.Objectives: Based on the theories of regulatory focus and value control, this study developed a multi-mediation model to investigate whether self-efficacy and academic emotions can mediate the relationship between regulatory focus and online learning engagement.Methods: A total of 926 high school student (52.16% female, mean age = 16.47 years) were recruited to participate in this study and completed self-report measures of regulatory focus, online learning engagement, online learning self-efficacy and academic emotions. And we used SPSS macro PROCESS developed by Hayes to examine the mediating role of online learning self-efficacy and academic emotions. Results and Conclusions:The results indicated that promotion focus had a stable positive effect on online learning engagement of high school students, whereas prevention focus had a significant negative effect on the same. Self-efficacy and positive emotions had a significant positive mediating effect between promotion focus and online learning engagement. Moreover, positive emotions had a significant positive mediating effect between the prevention focus and online learning engagement, while negative emotions had a significant negative mediating effect between them.

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“…However, from a theoretical perspective, perceived competitiveness is presumed to activate general competitive concerns, which are then regulated by appetitive and aversive competitive motivation, not vice versa (see Murayama & Elliot, 2012). Moreover, experimental evidence supports a causal link between perceived competitiveness and other-approach and -avoidance goals (e.g., Pekrun, Cusack, Murayama, Elliot, & Thomas, 2014;Shin, Lee, & Seo, 2017). That said, we cannot rule out the possibility of a reciprocal dynamic relation: Perceiving others as competitive may trigger appetitive and aversive competitive motivation, which then increases the likelihood that others are perceived as competitive (and so on).…”

Section: Present Researchmentioning

confidence: 99%

Income inequality, perceived competitiveness, and approach‐avoidance motivation

Sommet

Elliot

Jamieson

et al. 2018

Journal of Personality

111

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Objective Scholars disagree on whether income inequality has incentive or disincentive effects. In the present research, we move beyond such debate and focus on the motivational processes that income inequality predicts. First, income inequality makes economic stratification salient; therefore, it should promote perceived competitiveness. Second, competitiveness can be appraised as both a challenge and a threat; therefore, it should promote both approach and avoidance motivation. Method In three studies (N = 2,543), U.S. residents from various ZIP codes reported the extent to which they perceived competitiveness in their town/city (Studies 1–3), as well as their economic achievement goals, achievement motives, and self‐regulatory foci (Studies 2–3). Results Level of local income inequality was found to be a positive predictor—via increased perceived competitiveness—of other‐approach economic goals, need for achievement, and promotion focus, as well as other‐avoidance economic goals, fear of failure (specifically, the shame/embarrassment component), and prevention focus. Furthermore, actual and perceived income inequality were positively correlated. Conclusions The conceptual and empirical work herein is the first to show how the economic environment predicts individuals’ perceptions of competitiveness, influencing personal goals, motives, and orientations. It provides a more nuanced perspective on the implications of income inequality than perspectives currently available.

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The effects of feedback on students' achievement goals: Interaction between reference of comparison and regulatory focus

Cited by 25 publications

References 48 publications

When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment

When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment

Effects of regulatory focus on online learning engagement of high school students: The mediating role of self‐efficacy and academic emotions

Income inequality, perceived competitiveness, and approach‐avoidance motivation

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