Is the end in sight? student regulation of in-class and extra-credit effort in response to performance feedback

E. Geoffrey Love, Denice W. Love, Gregory B. Northcraft

Research output: Contribution to journalArticlepeer-review

Abstract

Students enter courses with aspirations, but often their behaviors and performance don't put them on track to achieve those aspirations. We explore how students regulate their in-class attendance and extra-credit participation in response to performance feedback. We propose and find support for a punctuated-equilibrium model (Gersick, 1988) in which students' responses to goal-discrepant feedback vary over time, such that early feedback generates little behavioral response, but late feedback incites larger changes. We also find evidence that student reactions to positive goal-discrepant feedback can be stronger than their reactions to negative goal-discrepant feedback, and that student reactions to in-major feedback are qualitatively different than reactions to non-major feedback. We discuss implications for theory and for educators.

Original languageEnglish (US)
Pages (from-to)81-97
Number of pages17
JournalAcademy of Management Learning and Education
Volume9
Issue number1
DOIs
StatePublished - Mar 1 2010

ASJC Scopus subject areas

  • Education
  • Organizational Behavior and Human Resource Management

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