Abstract
ABSTRACT Internet-based self-assessments (ISAs) are tools used to support finding the right educational fit for higher education (HE) students. ISAs typically consist of a questionnaire followed by a feedback report about the results. It is unknown how the characteristics of the feedback report itself affect individuals’ acceptance and motivation to follow the advice from the report. Literature on feedback in general has suggested relationships between acceptance of feedback and motivation, feedback sign (positive versus negative) and regulatory focus (promotion focus versus prevention focus), influence acceptance and the motivation to develop. To investigate if these findings are transferable to the context of ISAs, we conducted an online study with N = 249 German university students (73% female; M = 22.84 years of age (SD = 3.73)) and a bogus self-assessment. Feedback sign was manipulated randomly, and the regulatory focus was measured by values. Regression analyses indicate a positive effect of positive feedback sign, but no differences regarding regulatory focus.
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