The power of anticipated feedback: Effects on students' achievement goals and achievement emotions |
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| Institution: | 1. Department of Psychology, University of Munich, Leopoldstrasse 13, 80802 Munich, Germany;2. University College Dublin, School of Psychology, Newman Building, Belfield, Dublin 4, Ireland;3. University of California at Los Angeles, Department of Psychology, 1285 Franz Hall Box 951563, Los Angeles, CA 90095-1563, USA;4. University of Rochester, Department of Clinical and Social Sciences in Psychology, 488 Meliora Hall, Rochester, NY 14627, USA;5. Bournemouth University, Department of Psychology, Poole House P116, Talbot Campus, Fern Barrow, Poole BH12 5BB, United Kingdom |
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| Abstract: | 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. |
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| Keywords: | Achievement goals Achievement emotions Test emotions Test anxiety Achievement feedback |
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