Effects of cognitive appraisal styles and feedback types on feedback acceptance and motivation for challenge

Abstract

The purpose of this study was to examine the effects of cognitive appraisal styles (i.e., threat vs. challenge) and feedback types on feedback acceptance and motivation for challenge. We used four feedback types based on valence (positive vs. negative) and orientation (person vs. task). Sixth-graders completed the cognitive appraisal style questionnaire and wrote an essay on their use of smartphones. One week after the writing, they received feedback, and their feedback acceptance and motivation for challenge were measured. Effective feedback types varied depending on students’ appraisal styles. The challenge style demonstrated the highest feedback acceptance for positive task-oriented feedback. Negative task-oriented feedback was the most effective for the threat style. The challenge style showed higher motivation for challenge when receiving positive task-oriented and negative person-oriented feedbacks, whereas the threat style did not. Educators should be encouraged to provide personalized feedback based on students’ cognitive appraisal styles to maximize feedback effects.

Keywords:

• Cognitive appraisal styles
• feedback valence
• feedback orientation

Acknowledgement

We really thank Alex McCarthy-Donovan for his thoughtful comments and proofreading services to improve the quality of the final paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).