Coping with Broken Achievement-Related Expectations in Students from Elementary School: An Experimental Study

Autor/inn/en	Pinquart, Martin; Block, Helena
Titel	Coping with Broken Achievement-Related Expectations in Students from Elementary School: An Experimental Study
Quelle	In: International Journal of Developmental Science, 14 (2020) 1-2, S.9-17 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pinquart, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2192-001X
Schlagwörter	Coping; Expectation; Defense Mechanisms; Student Reaction; Elementary School Students; Children; Computer Games; Attention; Performance Factors; Predictor Variables; Attitude Change; Low Achievement; High Achievement; Cognitive Processes; Feedback (Response); Age Differences; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Bewältigung; Expectancy; Erwartung; Abwehrverhalten; Schülerkritik; Child; Kind; Kinder; Computer game; Computerspiel; Computerspiele; Aufmerksamkeit; Leistungsindikator; Prädiktor; Attitudinal change; Einstellungsänderung; Unterdurchschnittliche Leistung; Cognitive process; Kognitiver Prozess; Age; Difference; Age difference; Altersunterschied; Ausland; Deutschland
Abstract	The experiment analyzed reactions of 115 first- to fourth-graders after realizing that they performed worse than they expected in a computer game. Based on the VIOLEX model of expectation violation, we assessed immunization against achievement feedback, assimilation (striving to increase performance), and accommodation (willingness for expectation change). Students decreased their expectations for the next round of the game after getting feedback indicating that they performed worse than expected, and younger students decreased their expectation more than older students did. After giving them some time for thinking about their achievement (and for finding potential excuses for the lower-than-expected performance), younger students slightly increased their expectation, while older students showed a further drop in expectation. Analyses of verbal responses showed that immunizing against the discrepant feedback was followed by an increase in expectations, whereas assimilative and accommodative tendencies did not predict persistence and change in expectations. Conclusions are drawn for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01