The effects of expectancy-incongruent feedback and self-affirmation on task performance of secondary school students

Baadte, Christiane; Kurenbach, Friederike

doi:10.1007/s10212-016-0312-y

Cited by 8 publications

(6 citation statements)

References 48 publications

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“…Sirgy (2015) stated that the ideal functional congruence of products carries characteristics that individuals want to see in the product. Similarly, Baadte and Kurenbach (2017) confirm that low-performance expectancy is negatively associated with functional incongruence in the education sector. Scholars found that functional incongruence may be the exact outcome of brand hate in online social shopping (Islam et al, 2020).…”

Section: Hypothesis Developmentsupporting

confidence: 66%

Understanding online shopping hate in social commerce context: antecedents and consequences of psychological reactance

Jamal

Islam

Shahid

2022

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PurposeThis study explores the underlying mechanism of psychological reactance that leads to online shopping hate in social commerce. Based on self-congruity and psychological reactance theory, this study examines the antecedents (symbolic, functional and emotional incongruence) and consequences (online shopping hate) of psychological reactance among online users toward online shopping. Moreover, this study takes trustworthiness as a moderator in the relationship between attitude ambivalence and psychological reactance.Design/methodology/approachData were collected from online users.FindingsThe results show that symbolic-incongruence and functional-incongruence are responsible for attitude ambivalence, resulting in high psychological reactance. In addition, the study’s findings reveal that psychological reactance is positively linked with online shopping hate. This study extends and contributes to the self-congruence theory and empirically examines the influence of emotional incongruence. The moderating results reveal that trustworthiness moderated the relationship between attitude ambivalence and psychological reactance. The study findings are helpful for marketing managers to develop social commerce strategies.Research limitations/implicationsBecause of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.Practical implicationsThe study findings are helpful for marketing managers to develop social commerce strategies.Originality/valueThis study explains the underlying mechanism of brand hate through psychological reactance.

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Section: Hypothesis Developmentsupporting

confidence: 66%

Understanding online shopping hate in social commerce context: antecedents and consequences of psychological reactance

Jamal

Islam

Shahid

2022

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“…As in many other subjects in educational data mining, most research on feedback has focused on higher education settings (Van der Kleij et al, 2015;Dekhinet, 2008), leaving the primary and secondary education contexts largely unexplored. We find previous work on secondary and primary education contexts on particular topics such as teachers' feedback strategies (MacDonald, 2015;Baadte & Kurenbach, 2017), student-generated feedback (Harris et al, 2015) among other more general examples (Oinas et al, 2017).…”

Section: Previous Workmentioning

confidence: 66%

How Teachers Affect Students’ Online Participation in EFL Courses in Uruguay

Aguerrebere¹,

Bulger²,

Cobo³

et al. 2020

Preprint

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We analyze teachers' written feedback to students in an online learning environment, specifically a setting in which high school students in Uruguay are learning English as a foreign language with both a classroom teacher and a remote teacher. We explored which factors are associated with greater student participation. How complex should teachers' feedback be? Should it be adapted to each student's English proficiency level? How does teacher feedback affect the probability of engaging the student in a conversation? We conducted both parametric multilevel modeling and non-parametric bootstrapping analyses of 27,627 messages exchanged between 35 teachers and 1074 students in 2017 and 2018. Our results suggest: (1) Teachers should adapt their feedback complexity to their students' English proficiency level. Students who receive feedback that is too complex or too basic for their level post 13-15% fewer comments than those who receive adapted feedback. (2) Feedback that includes a question is associated with higher odds ratio (17.5-19) of engaging the student in conversation. (3) For students with low English proficiency, slow turnaround (feedback after 1 week) reduces this odds ratio by 0.7. (4) For distance learning contexts such as this one, the classroom English teachers (CTs) -- who both teach students locally and promote students' participation in the online program -- may significantly affect students' commenting behavior. These results have potential implications for online platforms offering foreign language learning services, in which it is crucial to give the best possible learning experience while judiciously allocating teachers' time. Cite as Aguerrebere, C., Bulger, M., Cobo, C., Garcia, S., Kaplan, G., Whitehill, J. (2020) How Teachers Affect Students’ Online Participation in EFL Courses in Uruguay. Computer-Based Learning in Context, 2 (1), 1-20. DOI: 10.5281/zenodo.4057613

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“…Future research should address whether the perceived validity of judgments relies on social rules by explicitly questioning the validity of the experimenter or feedback. This could examine whether participants rely on feedback even when compromised, administered by an "uninformed" experimenter lacking credibility or that is inconsistent with the participants' internal cues (see also Baadte & Kurenbach, 2017;Brunot, Huguet, & Monteil, 1999).…”

Section: Anchoring Effect Of Performance Feedback Using Postdictive Jmentioning

confidence: 99%

Anchoring effect of performance feedback on accuracy of metacognitive monitoring in preschool children

Urban

2021

Eur. J. Psychol.

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Preschool children are generally inaccurate at evaluating past and predicting future performance. The present study examines the effect of performance feedback on the accuracy of preschoolers’ predictive judgments and tests whether performance feedback acts as an anchor for postdictive judgments. In Experiment 1, preschool children (n = 40) solved number patterns, and in Experiment 2 they solved object patterns (n = 59). The results in both experiments revealed, firstly, that children receiving performance feedback made more accurate predictive judgments and lowered their certainty after their incorrect answer. Secondly, the children relied on performance feedback more than on actual task experience when making postdictive judgments, indicating that performance feedback was used as an anchor for subsequent postdictive judgments.

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The effects of expectancy-incongruent feedback and self-affirmation on task performance of secondary school students

Cited by 8 publications

References 48 publications

Understanding online shopping hate in social commerce context: antecedents and consequences of psychological reactance

Understanding online shopping hate in social commerce context: antecedents and consequences of psychological reactance

How Teachers Affect Students’ Online Participation in EFL Courses in Uruguay

Anchoring effect of performance feedback on accuracy of metacognitive monitoring in preschool children

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