Attentional Bias of Students toward Negative Feedback in Bad Outcome Situations: The Mechanism of Self-Defense

Autor/inn/en	Huang, Po-Sheng; Liu, Cheng-Hong; Chen, Hsueh-Chih; Sommers, Scott
Titel	Attentional Bias of Students toward Negative Feedback in Bad Outcome Situations: The Mechanism of Self-Defense
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 3, S.565-583 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-018-9429-y
Schlagwörter	Student Attitudes; Negative Attitudes; Feedback (Response); Positive Attitudes; Attention; Bias + Suchen Sie Ihr Suchwort? Schülerverhalten; Negative Fixierung; Aufmerksamkeit
Abstract	The main goals of the present study were to investigate the effects of outcome valence on attentional bias toward feedback and examine the internal mechanism of self-defense. We systematically manipulated the outcome valence by providing a bogus score in a rational thinking task and recorded the time positive feedback and negative feedback was viewed in experiment 1. We added the intervention of self-affirmation to examine the self-defense mechanism in experiment 2. The results suggest that (1) in good outcome situations, the participants viewed negative feedback longer than positive feedback. There was a tendency to slightly reduce the attention given to negative feedback in bad outcome situations. (2) Self-affirming participants in bad outcome situations increased their viewing time of negative feedback, which supported the activation of defensiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01