Abstract
A laboratory experiment is used to test the hypothesis that accumulating negative feedback initially boosts, and then decreases, student academic performance. The experiment presented university students with a short quiz, and students who did not meet a preset standard received a negative feedback message. The students then took a second quiz. An analysis of the difference in performance between the first quiz and second quiz supported the hypothesized inverted U-shaped response of academic performance to negative feedback. Refining feedback strategies based on insights from this model could boost the academic performance of a broad swath of students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
