Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/272303 
Autor:innen: 
Erscheinungsjahr: 
2023
Schriftenreihe/Nr.: 
ifo Working Paper No. 396
Verlag: 
ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich
Zusammenfassung: 
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.
Schlagwörter: 
Education
feedback
motivation
performance
JEL: 
D83
I20
I23
Dokumentart: 
Working Paper

Datei(en):
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