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Individual Differences in Response to Attributional Praise in an Online Learning Environment
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Zhao, Qin; Huang, Xiaoxia – Educational Technology Research and Development, 2020
This study investigated how gender and beliefs about ability moderate the effects of attributional praise feedback on college students' task motivation and performance in an online environment. We conducted a 3 (praise type: ability vs. effort vs. none) × 2 (gender: male vs. female) × 2 (belief about ability: entity vs. incremental)…
Descriptors: Positive Reinforcement, Individual Differences, Electronic Learning, Self Efficacy