Effects of cognitive appraisal styles and feedback types on feedback acceptance and motivation for challenge

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-grader...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2021-08, Vol.41 (7), p.902-921
Main Authors: Shin, Jongho, Kim, Jeongah, Kim, Myung-Seop, Son, Yura
Format: Article
Language:English
Subjects:
Cognitive appraisal styles
Cognitive Style
Elementary School Students
Feedback (Response)
feedback orientation
feedback valence
Foreign Countries
Grade 6
Motivation
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Summary: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.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2020.1725449