Effects of Cognitive Appraisal Styles and Feedback Types on Feedback Acceptance and Motivation for Challenge

Autor/inn/en	Shin, Jongho; Kim, Jeongah; Kim, Myung-Seop; Son, Yura
Titel	Effects of Cognitive Appraisal Styles and Feedback Types on Feedback Acceptance and Motivation for Challenge
Quelle	In: Educational Psychology, 41 (2021) 7, S.902-921 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Jeongah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1725449
Schlagwörter	Cognitive Style; Feedback (Response); Motivation; Grade 6; Elementary School Students; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; psychologische; Motivation (psychologisch); School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Korea; Republik
Abstract	The purpose of this study was to examine the effects of cognitive appraisal styles (i.e., threat vs. challenge) and feedback types on feedback acceptance and motivation for challenge. We used four feedback types based on valence (positive vs. negative) and orientation (person vs. task). Sixth-graders completed the cognitive appraisal style questionnaire and wrote an essay on their use of smartphones. One week after the writing, they received feedback, and their feedback acceptance and motivation for challenge were measured. Effective feedback types varied depending on students' appraisal styles. The challenge style demonstrated the highest feedback acceptance for positive task-oriented feedback. Negative task-oriented feedback was the most effective for the threat style. The challenge style showed higher motivation for challenge when receiving positive task-oriented and negative person-oriented feedbacks, whereas the threat style did not. Educators should be encouraged to provide personalized feedback based on students' cognitive appraisal styles to maximize feedback effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01