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

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. pp. 115-124. ISSN 0959-4752 doi: 10.1016/j.learninstruc.2013.09.002

Abstract/Summary

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.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/36410
Item Type	Article
Refereed	Yes
Divisions	No Reading authors. Back catalogue items Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology Life Sciences > School of Psychology and Clinical Language Sciences > Development Life Sciences > School of Psychology and Clinical Language Sciences > Language and Cognition Life Sciences > School of Psychology and Clinical Language Sciences > Social
Publisher	Elsevier
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