沉浸在赞美中?反馈接收中锚定偏差的潜在表现

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2023-01-02 DOI:10.1080/0969594X.2023.2179956

A. Lipnevich, F. J. Eßer, M. Park, N. Winstone

{"title":"沉浸在赞美中?反馈接收中锚定偏差的潜在表现","authors":"A. Lipnevich, F. J. Eßer, M. Park, N. Winstone","doi":"10.1080/0969594X.2023.2179956","DOIUrl":null,"url":null,"abstract":"ABSTRACT Although feedback is one of the most important instructional techniques, strong empirical research on receiving feedback is scarce in comparison to research on feedback provision. In this experimental study, we examined the influence of detailed comments and praise on student motivation and change in performance. 147 university students wrote an essay draft, received feedback (detailed comments, detailed comments and praise, or control) and revised their essay based on feedback. First, we found that students who received detailed comments showed higher motivation and greater improvement compared to their counterparts in the control group. Second, we showed that students who received praise demonstrated lower motivation and reduced improvement, compared to students who did not receive praise in addition to detailed comments. This demonstration of paradoxical effects of praise in higher education is explained in the context of the anchoring bias suggesting that praise should be used wisely.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"1 1","pages":"4 - 17"},"PeriodicalIF":2.7000,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Anchored in praise? Potential manifestation of the anchoring bias in feedback reception\",\"authors\":\"A. Lipnevich, F. J. Eßer, M. Park, N. Winstone\",\"doi\":\"10.1080/0969594X.2023.2179956\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Although feedback is one of the most important instructional techniques, strong empirical research on receiving feedback is scarce in comparison to research on feedback provision. In this experimental study, we examined the influence of detailed comments and praise on student motivation and change in performance. 147 university students wrote an essay draft, received feedback (detailed comments, detailed comments and praise, or control) and revised their essay based on feedback. First, we found that students who received detailed comments showed higher motivation and greater improvement compared to their counterparts in the control group. Second, we showed that students who received praise demonstrated lower motivation and reduced improvement, compared to students who did not receive praise in addition to detailed comments. This demonstration of paradoxical effects of praise in higher education is explained in the context of the anchoring bias suggesting that praise should be used wisely.\",\"PeriodicalId\":51515,\"journal\":{\"name\":\"Assessment in Education-Principles Policy & Practice\",\"volume\":\"1 1\",\"pages\":\"4 - 17\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2023-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assessment in Education-Principles Policy & Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/0969594X.2023.2179956\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2023.2179956","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 3

摘要

虽然反馈是最重要的教学技术之一，但与反馈提供的研究相比，对接收反馈的实证研究较少。在本实验研究中，我们考察了详细的评论和表扬对学生动机和成绩变化的影响。147名大学生写了一篇论文草稿，收到反馈(详细评论，详细评论和表扬，或控制)，并根据反馈修改他们的文章。首先，我们发现，与对照组的学生相比，接受详细评论的学生表现出更高的动机和更大的进步。其次，我们发现，与没有得到表扬和详细评论的学生相比，得到表扬的学生表现出较低的动机和较低的进步。在锚定偏见的背景下，这种赞美在高等教育中的矛盾效应的论证得到了解释，锚定偏见表明，应该明智地使用赞美。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Anchored in praise? Potential manifestation of the anchoring bias in feedback reception

ABSTRACT Although feedback is one of the most important instructional techniques, strong empirical research on receiving feedback is scarce in comparison to research on feedback provision. In this experimental study, we examined the influence of detailed comments and praise on student motivation and change in performance. 147 university students wrote an essay draft, received feedback (detailed comments, detailed comments and praise, or control) and revised their essay based on feedback. First, we found that students who received detailed comments showed higher motivation and greater improvement compared to their counterparts in the control group. Second, we showed that students who received praise demonstrated lower motivation and reduced improvement, compared to students who did not receive praise in addition to detailed comments. This demonstration of paradoxical effects of praise in higher education is explained in the context of the anchoring bias suggesting that praise should be used wisely.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.