Parents learning-related feedback valence and children’s emotions and motivation in learning: The moderating role of feedback acceptance

Ting Ting FUNG

Research output: ThesisBachelor's Theses

Abstract

Hierarchical multiple regression analysis was used to test whether the role of feedback acceptance would moderator the prediction of parent’s learning-related feedback valence (positive or negative) on children’s emotion and motivation in learning. One hundred fifteen participants from 4th to 6th grade completed the self-report questionnaire on parent’s learning-related feedback valence, feedback acceptance and emotion and motivation in learning. Resulted showed that feedback acceptance moderated the prediction of feedback valence on children’s learning-related emotion of pride, anxiety and shame, as well as motivation of intrinsic goal orientation and effort regulation. Specially, when feedback acceptance was high, positive feedback would predict significant lower report of anxiety and sham, and higher report of intrinsic goal orientation. When feedback acceptance was low, positive feedback would predict significant lower report of shame and higher report of effort regulation. These result highlight the effect of giving negative feedback on children’s emotion and motivation in learning with concerning more about children’s acceptance towards feedback. All rights reserved.
Original languageEnglish
Publication statusPublished - 2019

Keywords

  • Positive feedback
  • Negative feedback
  • Feedback acceptance
  • Emotions
  • Motivation
  • Learning
  • Alt. title: 家長對子女學習的意見反饋與子女的學習動機和情緒的關聯:子女對意見反饋的接受程度之調節效應
  • Theses and Dissertations
  • Thesis (BSocSc(Psy))--The Education University of Hong Kong, 2019.

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