Motivated or Paralyzed? Individuals' Beliefs about Intelligence Influence Performance Outcome of Expecting Rapid Feedback

Autor/inn/en	Zhao, Qin; Zhang, Jie; Vance, Kaleigh
Titel	Motivated or Paralyzed? Individuals' Beliefs about Intelligence Influence Performance Outcome of Expecting Rapid Feedback
Quelle	In: Learning and Individual Differences, 23 (2013), S.168-171 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.07.019
Schlagwörter	Undergraduate Students; Beliefs; Intelligence; Feedback (Response); Testing; Priming; Individual Differences + Suchen Sie Ihr Suchwort? Belief; Glaube; Intelligenz; Klugheit; Testdurchführung; Testen; Individueller Unterschied
Abstract	The current research examines whether and how beliefs about intelligence moderate the effects of expecting rapid feedback on exam performance. Thirty-six undergraduates participated in a field experiment with two between-subjects independent variables: anticipated feedback proximity and beliefs about intelligence. The results show that expecting same-day feedback significantly lowered exam performance of students who were primed with an entity belief about intelligence, compared to a 3-day delay. However, students who were primed with an incremental belief about intelligence showed an enhancement trend in exam performance in anticipation of same-day feedback, relative to a 3-day delay. The findings contribute to our understanding of individual differences in performance outcome of expecting rapid feedback and have significant educational implications. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10