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

, Center for Learning Science and Creative Talent Development ; , Department of Counseling, United States ; , Department of Educational Psychology, United States

Learning and Instruction Volume 49, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The purpose of the present study was to examine the effect of reference of comparison (i.e., self-referential vs. normative) and regulatory focus (i.e., promotion vs. prevention) on students' subsequent achievement goals. We hypothesized that the negative effect of normative feedback on students' achievement goals would decrease or disappear when the feedback is promotion focused. The results from an experimental study (

Citation

Shin, J., Lee, Y.k. & Seo, E. (2017). The effects of feedback on students' achievement goals: Interaction between reference of comparison and regulatory focus. Learning and Instruction, 49(1), 21-31. Elsevier Ltd. Retrieved August 22, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2016.11.008

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