A Meta-Analysis of Negative Feedback on Intrinsic Motivation

Autor/inn/en	Fong, Carlton J.; Patall, Erika A.; Vasquez, Ariana C.; Stautberg, Sandra
Titel	A Meta-Analysis of Negative Feedback on Intrinsic Motivation
Quelle	In: Educational Psychology Review, 31 (2019) 1, S.121-162 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fong, Carlton J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-018-9446-6
Schlagwörter	Feedback (Response); Negative Attitudes; Motivation; Children; Adults; Positive Attitudes; Correlation + Suchen Sie Ihr Suchwort? Negative Fixierung; psychologische; Motivation (psychologisch); Child; Kind; Kinder; Korrelation
Abstract	The most prominent view in psychological theory has been that negative feedback should generally have a detrimental impact on intrinsic motivation. Competing perspectives and caveats on this view have suggested that negative feedback may sometimes have neutral or even positive effects. This meta-analysis of 78 studies examined the effect of negative feedback on intrinsic motivation in both child and adult samples. Results indicated that negative feedback had no effect on intrinsic motivation when compared to neutral or no feedback. When compared to positive feedback, negative feedback decreased intrinsic motivation. Moderator tests revealed that the effect of negative feedback seemed to be less demotivating when (a) the feedback statement included instructional details on how to improve, (b) criterion-based standards were used to provide feedback, and (c) feedback was delivered in-person. Implications for future research and applications to real-world settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01