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Article: Are success and failure experiences equally motivational? An investigation of regulatory focus and feedback

TitleAre success and failure experiences equally motivational? An investigation of regulatory focus and feedback
Authors
KeywordsAchievement Motivation
Regulatory Focus
Success And Failure
Issue Date2011
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning and Individual Differences, 2011, v. 21 n. 6, p. 724-727 How to Cite?
AbstractThe present study extended regulatory focus theory (Idson & Higgins, 2000) to an educational setting and attempted to identify individuals with high motivation after both success and failure feedback. College students in Hong Kong (N= 180) participated in an experiment with a 2 promotion focus (high vs. low) × 2 prevention focus (high vs. low) × 2 feedback (success vs. failure) design. The results showed that after success feedback, the students with promotion focus were more motivated than their counterparts with prevention focus. This pattern was reversed after failure feedback. However, the results failed to show that students high in both regulatory focuses were motivated after success as well as failure feedback. The findings are discussed with reference to the literature on flexibility of regulatory focuses. Practical and theoretical implications of feedback are also discussed. © 2011 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/169094
ISSN
2015 Impact Factor: 1.631
2015 SCImago Journal Rankings: 1.057
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorShu, TMen_US
dc.contributor.authorLam, SFen_US
dc.date.accessioned2012-10-08T03:41:42Z-
dc.date.available2012-10-08T03:41:42Z-
dc.date.issued2011en_US
dc.identifier.citationLearning and Individual Differences, 2011, v. 21 n. 6, p. 724-727en_US
dc.identifier.issn1041-6080en_US
dc.identifier.urihttp://hdl.handle.net/10722/169094-
dc.description.abstractThe present study extended regulatory focus theory (Idson & Higgins, 2000) to an educational setting and attempted to identify individuals with high motivation after both success and failure feedback. College students in Hong Kong (N= 180) participated in an experiment with a 2 promotion focus (high vs. low) × 2 prevention focus (high vs. low) × 2 feedback (success vs. failure) design. The results showed that after success feedback, the students with promotion focus were more motivated than their counterparts with prevention focus. This pattern was reversed after failure feedback. However, the results failed to show that students high in both regulatory focuses were motivated after success as well as failure feedback. The findings are discussed with reference to the literature on flexibility of regulatory focuses. Practical and theoretical implications of feedback are also discussed. © 2011 Elsevier Inc.en_US
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindifen_US
dc.relation.ispartofLearning and Individual Differencesen_US
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in Learning and Individual Differences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Learning and Individual Differences, 2011, v. 21 n. 6, p. 724-727. DOI: 10.1016/j.lindif.2011.08.002-
dc.rights.uriCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAchievement Motivationen_US
dc.subjectRegulatory Focusen_US
dc.subjectSuccess And Failureen_US
dc.titleAre success and failure experiences equally motivational? An investigation of regulatory focus and feedbacken_US
dc.typeArticleen_US
dc.identifier.emailLam, SF:lamsf@hku.hken_US
dc.identifier.authorityLam, SF=rp00568en_US
dc.description.naturepostprinten_US
dc.identifier.doi10.1016/j.lindif.2011.08.002en_US
dc.identifier.scopuseid_2-s2.0-80755188956en_US
dc.identifier.hkuros207648-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-80755188956&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume21en_US
dc.identifier.issue6en_US
dc.identifier.spage724en_US
dc.identifier.epage727en_US
dc.identifier.isiWOS:000297876700012-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridShu, TM=37102661900en_US
dc.identifier.scopusauthoridLam, SF=7402279467en_US
dc.identifier.citeulike9776211-

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