Who benefits motivationally? How the direction of performance feedback affects feedback perception and motivation to improve multiple document comprehension

• Theresa Zink Özkan ^[1] ; Carolin Hahnel ^[2] ; Ulf Kroehne ^[6] ; Tobias Deribo ^[6] ; Cordula Artelt ^[3] ; Frank Goldhammer ^[6] ; Johannes Naumann ^[4] ; Cornelia Schoor ^[5]
  1. [1] University of Erlangen-Nuremberg

     University of Erlangen-Nuremberg

     Kreisfreie Stadt Erlangen, Alemania

     
  2. [2] Ruhr University Bochum

     Ruhr University Bochum

     Kreisfreie Stadt Bochum, Alemania

     
  3. [3] Leibniz Institute for Educational Trajectories

     Leibniz Institute for Educational Trajectories

     Kreisfreie Stadt Bamberg, Alemania

     
  4. [4] University of Wuppertal

     University of Wuppertal

     Kreisfreie Stadt Wuppertal, Alemania

     
  5. [5] University of Bamberg

     University of Bamberg

     Kreisfreie Stadt Bamberg, Alemania

     
  6. [6] Leibniz Institute for Research and Information in Education

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• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 4, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-025-01033-6
• Texto completo no disponible (Saber más ...)
• Resumen

  • The direction of feedback (i.e., emphasizing positive or negative aspects about the object of feedback) and students’ feedback perception are major factors driving their engagement in the feedback process and motivation. Positive performance feedback tends to be more readily accepted and perceived as more useful, enhancing motivation for further engagement. Negative performance feedback may be valued less and may reduce the motivation to improve one’s skill. Against this background, it is surprising that research about multiple document comprehension (MDC) feedback and its perception is rare although MDC is an essential skill for university students. The present study examines the relationship between the direction of performance feedback about the MDC skill, feedback perception, and motivation to improve MDC. Participants were 202 university students. Students’ MDC skill was assessed by a standardized test, which provided individual feedback after test completion. Performance feedback was based on the MDC skill using Weighted Likelihood Estimates. Feedback perception and motivation to improve were assessed by self-report questionnaires. The direction of performance feedback was found to be partially relevant for feedback perception and motivation to improve MDC. A high perceived feedback usefulness played a role for the motivation to improve MDC. Students receiving a positive performance feedback and students who perceived the feedback as useful benefited motivationally. Therefore, feedback usefulness seemed to be especially important for the motivation to improve MDC.

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