SHAPING ACADEMIC TASK ENGAGEMENT WITH PERCENTILE SCHEDULES

AbstractPrevious studies have not clearly demonstrated whether motivational tendencies during reward feedback are mainly characterized by appetitive responses to a gain or mainly by aversive consequences of reward omission. In the current study this issue was addressed employing a passive head or tails game and using the startle reflex as an index of the appetitive-aversive continuum. A second aim of the current study was to use startle-reflex modulation as a means to compare the subjective value of monetary rewards of varying magnitude. Startle responses after receiving feedback that a potential reward was won or not won were compared with a baseline condition without a potential gain. Furthermore, startle responses during anticipation of no versus potential gain were compared. Consistent with previous studies, startle-reflex magnitudes were significantly potentiated when participants anticipated a reward compared to no reward, which may reflect anticipatory arousal. Specifically for the largest reward (20-cents) startle magnitudes were potentiated when a reward was at stake but not won, compared to a neutral baseline without potential gain. In contrast, startle was not inhibited relative to baseline when a reward was won. This suggests that startle modulation during feedback is better characterized in terms of potentiation when missing out on reward rather than in terms of inhibition as a result of winning. However, neither of these effects were replicated in a more targeted second experiment. The discrepancy between these experiments may be due to differences in motivation to obtain rewards or differences in task engagement. From these experiments it may be concluded that the nature of the processing of reward feedback and reward cues is very sensitive to experimental parameters and settings. These studies show how apparently modest changes in these parameters and settings may lead to quite different modulations of appetitive/aversive motivation. A future experiment may shed more light on the question whether startle-reflex modulation after feedback is indeed mainly characterized by the aversive consequences of reward omission for relatively large rewards.

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The Impact of Informative Tutoring Feedback and Self-Efficacy on Motivation and Achievement in Concept Learning

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.51.3.214 ◽

2004 ◽

Vol 51 (3) ◽

pp. 214-228 ◽

Cited By ~ 59

Author(s):

Susanne Narciss

Keyword(s):

Self Efficacy ◽

Task Engagement ◽

Future Research ◽

Task Completion ◽

Multiple Response ◽

Self Evaluation ◽

Outcome Feedback ◽

Task Motivation ◽

The Impact ◽

Motivation And Achievement

Abstract. Informative tutoring feedback (ITF) provides assisted multiple response tries by offering strategically useful information for task completion as opposed to simply offering the solution. Previous studies on ITF focused on its effects on achievement. The present studies examine the assumption that ITF affects not only achievement, but also motivational variables such as task engagement, effort, persistence, and satisfaction with performance. In two experiments, students differing in self efficacy (SE) for identifying concepts worked on concept identification tasks. In cases of incorrect hypothesis about the concept, they received either outcome feedback or ITF. Results reveal that motivation and achievement depend on both SE and type of feedback. Future research should examine in more detail how ITF affects the self-enhancing processes between on-task motivation, achievement, and self-evaluation.

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