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

Autor/inn/en	Pekrun, Reinhard; Cusack, Aisling; Murayama, Kou; Elliot, Andrew J.; Thomas, Kevin
Titel	The power of anticipated feedback: Effects on students' achievement goals and achievement emotions. Gefälligkeitsübersetzung: Die Macht des erwarteten Feedbacks: Auswirkungen auf Leistungsziele und Leistungsemotionen von Schülern.
Quelle	In: Learning and instruction, (2014) 29, S. 115-124Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2013.09.002
Schlagwörter	Emotion; Erwartung; Testergebnis; Sekundarbereich; Schüler; Schülerin; Prüfungsangst; Feedback; Leistungsmotivation; Leistung; Ziel
Abstract	Examined the effects of anticipated feedback on students' achievement emotions and goals. 153 Irish secondary school students (mean age 16 years) were presented with a speed and accuracy test and were told to expect feedback on their performance. Participants were randomly assigned to one of three conditions: 50 to a self-referential feedback condition (based on students' performance improvement over time), 52 to a normative feedback condition (comparing student's performance with other students), and 51 to a no feedback condition. Adapted versions of the mastery, performance-approach, and performance-avoidance scales of the Achievement Goal Questionnaire-Revised, and short versions of the test emotions scales of the Achievement Emotions Questionnaire (AEQ) were completed. Results confirmed that anticipating feedback based on self-improvement prompted mastery goals while anticipating feedback based on social comparison prompted both performance-approach and performance-avoidance goals. While both mastery and performance-approach goals may be beneficial to students by promoting positive emotions in exam contexts, pursuance of performance-avoidance goals should be discouraged. Anticipated feedback was shown to have substantial effects on students' achievement emotions with self-referential feedback producing a trend toward increased enjoyment and reduced anger, along with positive influences on hope and pride. In contrast, the anticipation of normative feedback generally evoked negative emotions of anxiety, hopelessness, and shame (but also relief). (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3