“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research

References

• Ahn, H. S., Usher, E. L., Butz, A., & Bong, M. (2016). Cultural differences in the understanding of modelling and feedback as sources of self‐efficacy information. British Journal of Educational Psychology, 86(1), 112–136. https://doi.org/10.1111/bjep.12093
   PubMed Web of Science ®Google Scholar
• Ames, C. (1992). Achievement goals and the classroom motivational climate. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom (pp. 327–349). Erlbaum.
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80(5), 706–722. https://doi.org/10.1037/0022-3514.80.5.706
   PubMed Web of Science ®Google Scholar
• Bong, M., Kim, S., & Reeve, J. (2022). Motivation science: Controversies and insights. Oxford University Press.
   Google Scholar
• Brummelman, E. (Ed.). (2020). Psychological perspectives on praise. Routledge.
   Google Scholar
• Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281. https://doi.org/10.3102/00346543065003245
   Web of Science ®Google Scholar
• Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474–482. https://doi.org/10.1037/0022-0663.79.4.474
   Web of Science ®Google Scholar
• Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
   Web of Science ®Google Scholar
• Carpentier, J., & Mageau, G. A. (2013). When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423–435. https://doi.org/10.1016/j.psychsport.2013.01.003
   Web of Science ®Google Scholar
• Carver, C. S., & Scheier, M. F. (2012). Attention and self-regulation: A control-theory approach to human behavior. Springer.
   Google Scholar
• Cutumisu, M., & Lou, N. M. (2020). The moderating effect of mindset on the relationship between university students’ critical feedback-seeking and learning. Computers in Human Behavior, 112, 106445. https://doi.org/10.1016/j.chb.2020.106445
   Web of Science ®Google Scholar
• Dahling, J. J., & Ruppel, C. L. (2016). Learning goal orientation buffers the effects of negative normative feedback on test self-efficacy and reattempt interest. Learning and Individual Differences, 50, 296–301. https://doi.org/10.1016/j.lindif.2016.08.022
   Web of Science ®Google Scholar
• Deci, E. L., & Cascio, W. F. (1972). Changes in intrinsic motivation as a function of negative feedback and threats. Eastern Psychological Association.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
   Google Scholar
• Deeva, G., Bogdanova, D., Serral, E., Snoeck, M., & De Weerdt, J. (2021). A review of automated feedback systems for learners: Classification framework, challenges and opportunities. Computers & Education, 162, 104094. https://doi.org/10.1016/j.compedu.2020.104094
   Web of Science ®Google Scholar
• Dompnier, B., Darnon, C., Meier, E., Brandner, C., Smeding, A., & Butera, F. (2015). Improving low achievers’ academic performance at university by changing the social value of mastery goals. American Educational Research Journal, 52(4), 720–749. https://doi.org/10.3102/0002831215585137
   Web of Science ®Google Scholar
• Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2012). Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance. Learning and Instruction, 22(3), 171–184. https://doi.org/10.1016/j.learninstruc.2011.10.003
   Web of Science ®Google Scholar
• Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
   Web of Science ®Google Scholar
• Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectations, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146) Freeman.
   Google Scholar
• Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
   Web of Science ®Google Scholar
• Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189. https://doi.org/10.1207/s15326985ep3403_3
   Web of Science ®Google Scholar
• Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103(3), 632–648. https://doi.org/10.1037/a0023952
   Web of Science ®Google Scholar
• Finkelstein, S. R., & Fishbach, A. (2012). Tell me what I did wrong: Experts seek and respond to negative feedback. Journal of Consumer Research, 39(1), 22–38. https://doi.org/10.1086/661934
   Web of Science ®Google Scholar
• Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31(1), 121–162. https://doi.org/10.1007/s10648-018-9446-6
   Web of Science ®Google Scholar
• Fong, C. J., Schallert, D. L., Williams, K. M., Williamson, Z. H., Lin, S., Kim, Y. W., & Chen, L. (2021). Making feedback constructive: The interplay of undergraduates’ motivation and perceptions of feedback specificity and friendliness. Educational Psychology, 41(10), 1241–1259. https://doi.org/10.1080/01443410.2021.1951671
   Web of Science ®Google Scholar
• Fong, C. J., Schallert, D. L., Williams, K. M., Williamson, Z. H., Warner, J. R., Lin, S., & Kim, Y. W. (2018). When feedback signals failure but offers hope for improvement: A process model of constructive criticism. Thinking Skills and Creativity, 30, 42–53. https://doi.org/10.1016/j.tsc.2018.02.014
   Web of Science ®Google Scholar
• Fong, C. J., Warner, J. R., Williams, K. M., Schallert, D. L., Chen, L., Williamson, Z. H., & Lin, S. (2016). Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback. Learning and Individual Differences, 49, 393–399. https://doi.org/10.1016/j.lindif.2016.05.019
   Web of Science ®Google Scholar
• Fong, C. J., Williams, K. M., Williamson, Z. H., Lin, S., Kim, Y. W., & Schallert, D. L. (2018). “Inside out”: Appraisals for achievement emotions from constructive criticism, positive feedback, and negative feedback on writing. Motivation and Emotion, 42(2), 236–257. https://doi.org/10.1007/s11031-017-9658-y
   Web of Science ®Google Scholar
• Gniewosz, B., Eccles, J. S., & Noack, P. (2015). Early adolescents’ development of academic self‐concept and intrinsic task value: The role of contextual feedback. Journal of Research on Adolescence, 25(3), 459–473. https://doi.org/10.1111/jora.12140
   Web of Science ®Google Scholar
• Golke, S., Dörfler, T., & Artelt, C. (2015). The impact of elaborated feedback on text comprehension within a computer-based assessment. Learning and Instruction, 39, 123–136. https://doi.org/10.1016/j.learninstruc.2015.05.009
   Web of Science ®Google Scholar
• Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 63–84). Prentice Hall.
   Google Scholar
• Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
   PubMed Web of Science ®Google Scholar
• Harber, K. (2023/this issue). The model of threat infused interracial feedback: Why, when, and how feedback to racialized minorities is positively biased. Educational Psychologist.
   Google Scholar
• Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: The role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269–290. https://doi.org/10.1080/01443410.2013.785384
   Web of Science ®Google Scholar
• Harley, J. M., Pekrun, R., Taxer, J. L., & Gross, J. J. (2019). Emotion regulation in achievement situations: An integrated model. Educational Psychologist, 54(2), 106–126. https://doi.org/10.1080/00461520.2019.1587297
   Web of Science ®Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
   Web of Science ®Google Scholar
• Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774–795. https://doi.org/10.1037/0033-2909.128.5.774
   PubMed Web of Science ®Google Scholar
• Higgins, E. T. (2000). Making a good decision: Value from fit. American Psychologist, 55(11), 1217–1230. https://doi.org/10.1037/0003-066X.55.11.1217
   PubMed Web of Science ®Google Scholar
• Howard, J. L., Bureau, J., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789
   Web of Science ®Google Scholar
• Hulleman, C. S., & Harackiewicz, J. M. (2021). The utility-value intervention. In G. M. Walton & A. J. Crum (Eds.), Handbook of wise interventions: How social psychology can help people change (pp. 100–125). Guilford Press.
   Google Scholar
• Iaconelli, R., & Anderman, E. M. (2021). Classroom goal structures and communication style: the role of teacher immediacy and relevance-making in students’ perceptions of the classroom. Social Psychology of Education, 24(1), 37–58. https://doi.org/10.1007/s11218-021-09609-y
   Web of Science ®Google Scholar
• Joughin, G., Boud, D., Dawson, P., & Tai, J. (2021). What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education, 46(1), 80–91. https://doi.org/10.1080/02602938.2020.1733491
   Web of Science ®Google Scholar
• Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835–847. https://doi.org/10.1037/0012-1649.35.3.835
   PubMed Web of Science ®Google Scholar
• Kanouse, D. E., Gumpert, P., & Canavan-Gumpert, D. (1981). The semantics of praise. In J. H. Harvey, W. Ickes, & R. F. Kidd (Eds.), New directions in attribution research (pp. 97–115). Erlbaum.
   Google Scholar
• Kaur, A., Noman, M., & Awang-Hashim, R. (2018). The role of goal orientations in students’ perceptions of classroom assessment in higher education. Assessment & Evaluation in Higher Education, 43(3), 461–472. https://doi.org/10.1080/02602938.2017.1359818
   Web of Science ®Google Scholar
• Koenka, A. C., Linnenbrink-Garcia, L., Moshontz, H., Atkinson, K. M., Sanchez, C. E., & Cooper, H. (2021). A meta-analysis on the impact of grades and comments on academic motivation and achievement: A case for written feedback. Educational Psychology, 41(7), 922–947. https://doi.org/10.1080/01443410.2019.1659939
   Web of Science ®Google Scholar
• Kruglanski, A. W., Shah, J. Y., Fishbach, A., Friedman, R., Chun, W. Y., & Sleeth-Keppler, D. (2018). A theory of goal systems. In The motivated mind (pp. 207–250). Routledge.
   Google Scholar
• Kulhavy, R. W. (1977). Feedback in written instruction. Review of Educational Research, 47(2), 211–232. https://doi.org/10.3102/00346543047002211
   Web of Science ®Google Scholar
• Kumashiro, M., & Sedikides, C. (2005). Taking on board liability-focused information: Close positive relationship as a self-bolstering resource. Psychological Science, 16(9), 732–739. https://doi.org/10.1111/j.1467-9280.2005.01603.x
   PubMed Web of Science ®Google Scholar
• Linnenbrink-Garcia, L., & Patall, E. A. (2016). Motivation. In L. Corno & E. Anderman (Eds.), Handbook of educational psychology (3rd ed., pp. 91–103). Routledge.
   Google Scholar
• Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences, 3(2), 228–236. https://doi.org/10.1177/2372732216644450
   Google Scholar
• Linnenbrink-Garcia, L., Wormington, S. V., & Ranellucci, J. (2016). Measuring affect in educational contexts: A circumplex approach. In Methodological advances in research on emotion and education (pp. 165–178). Springer.
   Google Scholar
• Lipnevich, A. A., Murano, D., Krannich, M., & Goetz, T. (2021). Should I grade or should I comment: Links among feedback, emotions, and performance. Learning and Individual Differences, 89, 102020. https://doi.org/10.1016/j.lindif.2021.102020
   Web of Science ®Google Scholar
• Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954
   Web of Science ®Google Scholar
• Miele, D. B., Rosenzweig, E. Q., & Browman, A. S. (in press) Motivation. In P. A. Schutz & K. R. Muis (Eds.), Handbook of educational psychology (4th ed.). Routledge.
   Google Scholar
• Miele, D. B., & Scholer, A. A. (2018). The role of metamotivational monitoring in motivation regulation. Educational Psychologist, 53(1), 1–21. https://doi.org/10.1080/00461520.2017.1371601
   Web of Science ®Google Scholar
• Möller, J., & Köller, O. (2001). Dimensional comparisons: An experimental approach to the internal/external frame of reference model. Journal of Educational Psychology, 93(4), 826–835. https://doi.org/10.1037/0022-0663.93.4.826
   Web of Science ®Google Scholar
• Mueller, C. M., & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. https://doi.org/10.1037/0022-3514.75.1.33
   PubMed Web of Science ®Google Scholar
• Narciss, S. (2004). The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51(3), 214–228. https://doi.org/10.1027/1618-3169.51.3.214
   PubMed Web of Science ®Google Scholar
• Panadero, E., & Lipnevich, A. A. (2022). A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review, 35, Article 100416. https://doi.org/10.1016/j.edurev.2021.100416
   Web of Science ®Google Scholar
• Patchan, M. M., Schunn, C. D., & Correnti, R. J. (2016). The nature of feedback: How peer feedback features affect students’ implementation rate and quality of revisions. Journal of Educational Psychology, 108(8), 1098–1120. https://doi.org/10.1037/edu0000103
   Google Scholar
• Patrick, H., Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology, 103(2), 367–382. https://doi.org/10.1037/a0023311
   Web of Science ®Google Scholar
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
   Web of Science ®Google Scholar
• Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115–124. https://doi.org/10.1016/j.learninstruc.2013.09.002
   Web of Science ®Google Scholar
• Pekrun, R., & Perry, R. P. (2015). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of emotions and education (pp. 120–141). Routledge.
   Google Scholar
• Perez, T., Dai, T., Kaplan, A., Cromley, J. G., Brooks, W. D., White, A. C., Mara, K. R., & Balsai, M. J. (2019). Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement. Learning and Individual Differences, 72, 26–38. https://doi.org/10.1016/j.lindif.2019.04.001
   Web of Science ®Google Scholar
• Perry, R. P., & Hamm, J. M. (2015). An attribution perspective on competence and motivation: Theory and treatment interventions. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation (pp. 61–84). Routledge.
   Google Scholar
• Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544
   Web of Science ®Google Scholar
• Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667
   Web of Science ®Google Scholar
• Prochazka, J., Ovcari, M., & Durinik, M. (2020). Sandwich feedback: The empirical evidence of its effectiveness. Learning and Motivation, 71, 101649. https://doi.org/10.1016/j.lmot.2020.101649
   Web of Science ®Google Scholar
• Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657
   Web of Science ®Google Scholar
• Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during learning activities. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209
   Web of Science ®Google Scholar
• Rogat, T. K., Witham, S. A., & Chinn, C. (2014). Teachers’ autonomy-relevant practices within an inquiry-based science curricular context: Extending the range of academically significant autonomy-supportive practices. Teachers College Record, 116(7), 1–46. https://doi.org/10.1177/016146811411600708
   Web of Science ®Google Scholar
• Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2022). Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research. Educational Psychologist, 57(1), 11–30. https://doi.org/10.1080/00461520.2021.1984242
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037//0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45(4), 736–750. https://doi.org/10.1037/0022-3514.45.4.736
   Web of Science ®Google Scholar
• Sansone, C. S. (1986). A question of competence: The effects of competence and task feedback on intrinsic interest. Journal of Personality and Social Psychology, 51(5), 918–931. https://doi.org/10.1037/0022-3514.51.5.918
   Web of Science ®Google Scholar
• Schunk, D. H., Meece, J. L., & Pintrich, P. (2014). Motivation in education: Theory, research, and application. Prentice Hall.
   Google Scholar
• Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well-being: the self-concordance model. Journal of Personality and Social Psychology, 76(3), 482–497. https://doi.org/10.1037/0022-3514.76.3.482
   PubMed Web of Science ®Google Scholar
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
   Web of Science ®Google Scholar
• Tolli, A. P., & Schmidt, A. M. (2008). The role of feedback, causal attributions, and self-efficacy in goal revision. Journal of Applied Psychology, 93(3), 692–701. https://doi.org/10.1037/0021-9010.93.3.692
   PubMed Web of Science ®Google Scholar
• Tolman, E. C. (1932). Purposive behavior in animals and men. University of California Press.
   Google Scholar
• Turner, J. E., Husman, J., & Schallert, D. L. (2002). The importance of students’ goals in their emotional experience of academic failure: Investigating the precursors and consequences of shame. Educational Psychologist, 37(2), 79–89. https://doi.org/10.1207/S15326985EP3702_3
   Web of Science ®Google Scholar
• Turner, J. E., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93(2), 320–329. https://doi.org/10.1037/0022-0663.93.2.320
   Web of Science ®Google Scholar
• Urdan, T., & Kaplan, A. (2020). The origins, evolution, and future directions of achievement goal theory. Contemporary Educational Psychology, 61, 101862. https://doi.org/10.1016/j.cedpsych.2020.101862
   Web of Science ®Google Scholar
• Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. https://doi.org/10.3102/0034654308321456
   Web of Science ®Google Scholar
• VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation on the feedback-seeking process. Journal of Applied Psychology, 82(3), 390–400. https://doi.org/10.1037/0021-9010.82.3.390
   PubMed Web of Science ®Google Scholar
• Vispoel, W. P., & Austin, J. R. (1993). Constructive response to failure in music: The role of attribution feedback and classroom goal structure. British Journal of Educational Psychology, 63(1), 110–129. https://doi.org/10.1111/j.2044-8279.1993.tb01045.x
   Web of Science ®Google Scholar
• Walton, G. M., & Yeager, D. S. (2020). Seed and soil: Psychological affordances in contexts help to explain where wise interventions succeed or fail. Current Directions in Psychological Science, 29(3), 219–226. https://doi.org/10.1177/0963721420904453
   PubMed Web of Science ®Google Scholar
• Wang, H., & Lehman, J. D. (2021). Using achievement goal-based personalized motivational feedback to enhance online learning. Educational Technology Research and Development, 69(2), 553–581. https://doi.org/10.1007/s11423-021-09940-3
   Web of Science ®Google Scholar
• Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548
   PubMed Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Wigfield, A., Eccles, J. S., & Möller, J. (2020). How dimensional comparisons help to understand linkages between expectancies, values, performance, and choice. Educational Psychology Review, 32(3), 657–680. https://doi.org/10.1007/s10648-020-09524-2
   Web of Science ®Google Scholar
• Wigfield, A., & Koenka, A. C. (2020). Where do we go from here in academic motivation theory and research? Some reflections and recommendations for future work. Contemporary Educational Psychology, 61, 101872. https://doi.org/10.1016/j.cedpsych.2020.101872
   Web of Science ®Google Scholar
• Wigfield, A., Muenks, K., & Eccles, J. S. (2021). Achievement motivation: What we know and where we are going. Annual Review of Developmental Psychology, 3(1), 87–111. https://doi.org/10.1146/annurev-devpsych-050720-103500
   Google Scholar
• Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94–109. https://doi.org/10.1016/j.compedu.2016.05.004
   Web of Science ®Google Scholar
• Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189–205. https://doi.org/10.1207/S15326985EP3804_1
   Web of Science ®Google Scholar
• Winstone, N. E., Hepper, E. G., & Nash, R. A. (2021). Individual differences in self-reported use of assessment feedback: The mediating role of feedback beliefs. Educational Psychology, 41(7), 844–862. https://doi.org/10.1080/01443410.2019.1693510
   Web of Science ®Google Scholar
• Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. https://doi.org/10.1080/00461520.2016.1207538
   Web of Science ®Google Scholar
• Wormington, S. V., & Linnenbrink-Garcia, L. (2017). A new look at multiple goal pursuit: The promise of a person-centered approach. Educational Psychology Review, 29(3), 407–445. https://doi.org/10.1007/s10648-016-9358-2
   Web of Science ®Google Scholar
• Wu, Y., & Schunn, C. D. (2021). From plans to actions: A process model for why feedback features influence feedback implementation. Instructional Science, 49(3), 365–394. https://doi.org/10.1007/s11251-021-09546-5
   Web of Science ®Google Scholar
• Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W. T., Williams, M. E., & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology. General, 143(2), 804–824. https://doi.org/10.1037/a0033906
   PubMed Web of Science ®Google Scholar
• Zhang, T., Harrington, K. B., & Sherf, E. N. (2022). The errors of experts: When expertise hinders effective provision and seeking of advice and feedback. Current Opinion in Psychology, 43, 91–95. https://doi.org/10.1016/j.copsyc.2021.06.011
   PubMed Web of Science ®Google Scholar