Cognitive performance and attention in the classroom: An interaction between past and present academic experiences.

Abstract

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How You Provide Corrective Feedback Makes a Difference: The Motivating Role of Communicating in an Autonomy-Supporting Way

“…For instance, it has been shown that positive feedback yields more beneficial effects if the positive feedback (a) is communicated in an autonomy-supporting rather than a controlling way (Ryan, 1982); (b) is perceived as honest; (c) is focused on selfreferenced improvement rather than on normative performance (Butler, 1987); (d) is referring to successful attempts for tasks that are specific and realistic (Henderlong & Lepper, 2002); and (e) if the feedback provider is perceived as prestigious, trustworthy, and proficient (Bandura, 1977). Accordingly, the effects of feedback on motivation may be moderated by recipients' characteristics, such as self-esteem (Smith & Smoll, 1990), self-efficacy (Nease, Mudgett, & Quiñones, 1999), selfhandicapping (Thompson, 2004), previous levels of performance (Monteil, Brunot, & Huguet, 1996), and personal achievement goal orientation (Elliott, Shell, Henry, & Maier, 2005). What remained relatively unexplored in the feedback literature, however, is the way in which corrective feedback can be communicated and what the consequences are of different communication styles.…”

Fictitious Academic Expertise and Processing Resources

“…Studies on the consistency between an individual's position in the current situation (being recognized as a high or low achiever in a bogus task) and his/her usual position (having a high or low academic standing as a general rule) showed that in situations where these two positions differed, students seemed to devote part of their attention to thinking about the meaning of this unusual situation (Brunot, Huguet, & Monteil, 2000;Kluger & DeNisi, 1996;Monteil, Brunot, & Huguet, 1996). Consequently, performance observed in this ''inconsistent'' situation was lower than that found in a ''consistent'' situation.…”

“…In the first experiment, only the fictitious position of expertise assigned to the participants was manipulated. In the second experiment, actual expertise (academic standing) and fictitious expertise were manipulated simultaneously, based on the finding that performance may depend on an interaction between these two variables (e.g., Brunot, Huguet, & Monteil, 2000;Kluger & DeNisi, 1996;Monteil, 1991;Monteil, Brunot, & Huguet, 1996).…”

Dificultades de aprendizaje en estudiantes universitarios de primer año

“…Los estudiantes que poseen una historia académica positiva, que creen en sí mismos, con la práctica desarrollan un sentido creciente de competencia. Para que un estudiante tenga éxito académico, entendido éste como comprometerse en una actividad, mantener interés, sostener conductas de esfuerzo, persistencia en el trabajo y avanzar en el logro de sus metas, no sólo requiere disponer de potencial intelectual, sino haber desarrollado competencias para el trabajo académico unidas a un sistema de creencias orientadas al logro (Hayamizu y Weiner, 1991;Monteil, Brunot y Huguet, 1996).…”