The Effects of Using Ticks and Crosses on Academic Self-Concept

Autor/inn/en	Paul, Robert; de Fockert, Jan W.
Titel	The Effects of Using Ticks and Crosses on Academic Self-Concept
Quelle	In: Educational Psychology, 32 (2012) 4, S.467-474 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2012.671292
Schlagwörter	Priming; Feedback (Response); Academic Ability; Behavior; Self Concept; Comparative Analysis; Observation; Psychology; Foreign Countries; Higher Education; Undergraduate Students; Educational Psychology; United Kingdom (London) + Suchen Sie Ihr Suchwort? Selbstkonzept; Beobachtung; Psychologie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erziehungspsychologie; Pädagogische Psychologie
Abstract	Behaviour, including academic performance, can be influenced by implicit primes; and both objective performance and subjective ratings are susceptible to priming effects. Here, we report a new priming effect on academic self-ratings. Participants twice completed a measure of academic self-concept. In the first session, they all used circles to answer questions regarding their own perceived academic ability. In the second session, half of the participants answered with ticks (often used to indicate a correct answer in academic feedback) and the other half with crosses (often used to indicate an incorrect answer in academic feedback). Participants who used crosses had significantly lower academic self-ratings compared to the first session. No such reduction in academic self-rating was observed in participants who used ticks. Moreover, response mode only affected the academic self-concept, and self-ratings regarding physical self-concept were unaffected by response mode. None of the participants reported awareness of the response mode manipulation. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10