Abstract
A field experiment tested whether teachers change their behavior when they receive student ratings as feedback on their own behavior and on the behavior of a fictitious ideal teacher (from the students' perspective). Explanation of such behavioral changes in the form of theories of cognitive balance, as suggested by other authors, has been criticized. As an alternative explanation, achievement motivation theory has been considered, from which a series of hypotheses has been deduced. Overall, most of the hypotheses were not confirmed, and it was concluded that the effectiveness of feedback on behavioral changes in teachers cannot be judged to be especially high, although a number of theoretical and methodological qualifications were added.
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