Moderating Effects of Educational and Learning Capital on the Consequences of Performance Feedback

Mendl A, Harder B, Vialle W (2021)

Publication Language: English

Publication Type: Journal article, Original article

Publication year: 2021

Journal

Psychological Test and Assessment Modeling Pabst Science Publishers

Book Volume: 63

Pages Range: 239-269

Journal Issue: 2

URI: https://www.psychologie-aktuell.com/journale/psychological-test-and-assessment-modeling/currently-available/inhaltlesen/psychological-test-and-assessment-modeling-2021-2.html

Open Access Link: https://www.psychologie-aktuell.com/journale/psychological-test-and-assessment-modeling/currently-available/inhaltlesen/psychological-test-and-assessment-modeling-2021-2.html

Abstract

Feedback is highly recommended in educational settings and can deliver valuable information to guide one’s learning efforts. However, it can—but does not need to—lead to detrimental effects on learners’ motivation and emotions. The response should be moderated by the individual’s attitudes, experiences, abilities and many other aspects which can be subsumed in the concept of educational and learning capital. This study investigated the effects of random feedback on a reasoning test, measuring the participants’ subsequent cognitive, metacognitive, motivational and emotional responses. Initially, we assessed their educational and learning capital to analyze direct and moderating effects on the responses. Results showed that feedback effects were not as strong as expected while educational and learning capital exerted strong direct effects. Moderating effects were verified for only some responses.

Authors with CRIS profile

Anamaria Mendl Lehrstuhl für Pädagogische Psychologie und Exzellenzforschung Bettina Harder Lehrstuhl für Pädagogische Psychologie und Exzellenzforschung

Involved external institutions

University of Wollongong (UOW) AU Australia (AU)

How to cite

APA:

Mendl, A., Harder, B., & Vialle, W. (2021). Moderating Effects of Educational and Learning Capital on the Consequences of Performance Feedback. Psychological Test and Assessment Modeling, 63(2), 239-269.

MLA:

Mendl, Anamaria, Bettina Harder, and Wilma Vialle. "Moderating Effects of Educational and Learning Capital on the Consequences of Performance Feedback." Psychological Test and Assessment Modeling 63.2 (2021): 239-269.

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