Feedback valence does not directly affect willingness to invest effort, but has significant indirect effects via challenge and threat pointing in opposite directions (all four experiments)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Feedback condition did not significantly affect willingness to invest effort in Experiments 1 and 2. → Tamara van Gog 2024 q3 i? Feedback had significant indirect effects on willingness to invest effort via challenge (positive feedback) and via threat (negative feedback), which pointed in different directions, masking a direct effect. → Tamara van Gog 2024 (2)

Evidence¶

Tamara van Gog 2024¶

Tamara van Gog, Eva Janssen, Florence Lucas, Maaike Taheij (2024). A Motivational Perspective on (Anticipated) Mental Effort Investment: The Biopsychosocial Model of Challenge and Threat. Educational Psychology Review (2024) 36:54. https://doi.org/10.1007/s10648-024-09861-6

q3 · i? · causal · r2

One-way ANOVAs in the two between-subjects feedback experiments found "no significant differences in how much effort they reported they would be willing to invest"; equivalence was not tested.

"There were, however, no significant differences in how much effort they reported they would be willing to invest in Experiment 1, F(1, 129) = 0.25, p = 0.619, or Experiment 2, F(1, 120) = 1.17, p = 0.282"

Tamara van Gog 2024 (2)¶

Tamara van Gog, Eva Janssen, Florence Lucas, Maaike Taheij (2024). A Motivational Perspective on (Anticipated) Mental Effort Investment: The Biopsychosocial Model of Challenge and Threat. Educational Psychology Review (2024) 36:54. https://doi.org/10.1007/s10648-024-09861-6

q3 · i? · causal · r2

Path analyses showed "the significant indirect effects of feedback on willingness to invest effort via challenge and threat" pointed in different directions, explaining the non-significant direct effect of feedback on willingness.

"Participants who received positive feedback showed relatively high levels of challenge and higher levels of challenge were related to more willingness to invest effort. Participants who received negative feedback showed relatively high levels of threat and higher levels of threat were also related to more willingness to invest effort."

Discussion¶

Related Claims¶

• With reduced construct overlap and a no-feedback control, feedback did not significantly affect challenge (Experiments 3 and 4), and negative feedback raised expected effort required only in Experiment 3 — related
• The effect of feedback valence on expected effort required is fully mediated by self-efficacy (Experiments 1 and 2) and threat (Experiment 1) — related
• Feedback valence affects post-task self-efficacy, challenge, and threat: negative feedback lowers self-efficacy and challenge and raises threat (Experiments 1 and 2) — related
• Predominantly negative feedback leads students to expect a next round of problems will require more effort than predominantly positive feedback (Experiments 1 and 2) — related
• In the absence of feedback, self-efficacy after problem solving was not associated with invested, expected, or willingness-to-invest effort, and threat was not associated with any effort measure (Experiments 3 and 4) — related
• Emotion affects motivation, which in turn affects mental effort investment during learning — related
• Negative performance feedback raises expected future mental effort and affects perceived effort and willingness to invest effort via challenge and threat (van Gog et al., 2024) — related
• Negative feedback lowered math self-concept indirectly via enjoyment and hope; positive feedback raised it via hope — related