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首页> 外文期刊>Academy of management learning & education >Is The End in Sight? Student Regulation of In-Class and Extra-Credit Effort in Response to Performance Feedback
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Is The End in Sight? Student Regulation of In-Class and Extra-Credit Effort in Response to Performance Feedback

机译：视线终结了吗？学生对课堂表现和超额努力的调节，以回应绩效反馈

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摘要

Students enter courses with aspirations, but often their behaviors and performance don't put them on track to achieve those aspirations. We explore how students regulate their in-class attendance and exfra-credif participation in response to performance feedback. We propose and find support for a punctuated-equilibrium model (Gersick, 1988) in which students' responses to goal-discrepant feedback vary over time, such that early feedback generates little behavioral response, but late feedback incites larger changes. We also find evidence that student reactions to positive goal-discrepant feedback can be stronger than their reactions to negative goal-discrepant feedback, and that student reactions to in-major feedback are qualitatively different than reactions to non-major feedback. We discuss implications for theory and for educators.
机译：学生们有志向地上课，但是他们的行为和表现常常使他们无法实现这些志向。我们探索学生如何根据表现反馈来调节课堂上的出勤率和超额参与率。我们提出并找到了一种支持点平衡的模型（Gersick，1988），在该模型中，学生对目标差异反馈的反应会随时间而变化，这样，早期反馈几乎不会产生行为反应，而后期反馈会引起较大的变化。我们还发现有证据表明，学生对积极目标消极反馈的反应要强于对消极目标消极反馈的反应，并且学生对主要反馈的反应在质量上与对非主要反馈的反应在质量上有所不同。我们讨论对理论和教育工作者的启示。

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