Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/272303 
Authors: 
Year of Publication: 
2023
Series/Report no.: 
ifo Working Paper No. 396
Publisher: 
ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich
Abstract: 
How to give feedback in learning environments is a widely discussed topic. I design a field experiment to understand whether the ordering of feedback elements matters for motivation and performance. In random order, university students get one positive and one negative feedback element on their performance in exam practice questions. Students who first receive positive feedback are more motivated to study for the exam compared to those receiving negative feedback first. This effect is driven by a drop in motivation after negative feedback when receiving it first, but not when receiving it second. Furthermore, students adjust their study content to the feedback topics. I find no significant effects of feedback ordering on exam performance overall, but students who first receive the positive feedback perform better if their negative-feedback topic is covered in the exam.
Subjects: 
Education
feedback
motivation
performance
JEL: 
D83
I20
I23
Document Type: 
Working Paper

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