Abstract
The 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.
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