A Meta-Analysis of Negative Feedback on Intrinsic Motivation

Fong, Carlton J.; Patall, Erika A.; Vasquez, Ariana C.; Stautberg, Sandra

doi:10.1007/s10648-018-9446-6

Cited by 299Motivation and Self-Concept in SportsEducation, Achievement, and GiftednessStudent Assessment and Feedback

A Meta-Analysis of Negative Feedback on Intrinsic Motivation

Fong, Carlton J., Patall, Erika A., Vasquez, Ariana C., Stautberg, Sandra·2019·Educational Psychology Review

DOI 10.1007/s10648-018-9446-6

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Research has shown how to provide negative feedback without lowering motivation, how peer comparison can be harnessed for motivation, and how feedback can be given without revealing errors.
“Research has shown how to provide negative feedback in a way that does not lower a learner's motivation (Fong et al., 2019), how peer comparison can be harnessed for motivation (Mumm & Mutlu, 2011), or how feedback can be given without giving away that errors have been made (Narciss & Huth, 2006).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Fong et al., 2019

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Criticism or Praise? The Impact of Verbal versus Text-Only Computer Feedback on Social Presence, Intrinsic Motivation, and Recall
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Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their association
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Learning goal orientation buffers the effects of negative normative feedback on test self-efficacy and reattempt interest
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Factors Affecting Intrinsic Motivation among University Students in Taiwan
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Is it always good to provide positive feedback to students? The moderating effects of culture and regulatory focus
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Age Trends in the Use of Social and Temporal Comparison for Self-Evaluation: Examination of a Novel Developmental Hypothesis
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The Construction of an Index Number of Bond Yields in the United States, 1859 to 1926
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Feeling Better About Self After Receiving Negative Feedback: When the Sense That Ability Can Be Improved Is Activated
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EFFECT OF MANIPULATING POSITIVE AND NEGATIVE FEEDBACK ON GOAL ORIENTATIONS, PERCEIVED MOTIVATIONAL CLIMATE, SATISFACTION, TASK CHOICE, PERCEPTION OF ABILITY, AND ATTITUDE TOWARD PHYSICAL EDUCATION LESSONS
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Achievement Goal Task Framing and Fit With Personal Goals Modulate the Neurocognitive Response to Corrective Feedback
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Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior.
Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021) · Motivation Science · doi:10.1037/mot0000194 · Cited by 444 · see citing works
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda
Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Janssen, T. W. P., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09616-7 · Cited by 224 · see citing works
Formative assessment as practice: the role of students’ motivation
Leenknecht, M. J. M., Wijnia, L., Köhlen, M., Fryer, L. K., Rikers, R. M. J. P., & Loyens, S. M. M. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1765228 · Cited by 208 · see citing works
Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study
Yu, S., Jiang, L. G., & Zhou, N. (2020) · Assessing Writing · doi:10.1016/j.asw.2020.100451 · Cited by 177 · see citing works
A meta-review of the student role in feedback
der Kleij, F. M. V., Adie, L. E., & Cumming, J. (2019) · International Journal of Educational Research · doi:10.1016/j.ijer.2019.09.005 · Cited by 128 · see citing works
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research
Fong, C. J., & Schallert, D. L. (2023) · Educational Psychologist · doi:10.1080/00461520.2022.2134135 · Cited by 134 · see citing works
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Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.
Benden, D. K., & Lauermann, F. (2021) · Journal of Educational Psychology · doi:10.1037/edu0000708 · Cited by 111 · see citing works
Intrinsic Motivation, Psychological Needs, and Competition: A Self-Determination Theory Analysis
Ryan, R. M., & Reeve, J. (2021) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780190060800.013.10 · Cited by 105 · see citing works
Energization and Direction Are Both Essential Parts of Motivation
Elliot, A. J. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0002 · Cited by 91 · see citing works
Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs
Winstone, N., Hepper, E. G., & Nash, R. A. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1693510 · Cited by 84 · see citing works
Flipped classroom in business and entrepreneurship education: A systematic review and future research agenda
Senali, M. G., Iranmanesh, M., Ghobakhloo, M., Gengatharen, D. E., Tseng, M., & Nilsashi, M. (2022) · The International Journal of Management Education · doi:10.1016/j.ijme.2022.100614 · Cited by 91 · see citing works
Wellbeing Supportive Design – Research-Based Guidelines for Supporting Psychological Wellbeing in User Experience
Peters, D. (2022) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2022.2089812 · Cited by 74 · see citing works
“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction
Lou, N., & Noels, K. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01417 · Cited by 74 · see citing works
Effects of online peer assessment on higher‐order thinking: A meta‐analysis
Zhan, Y., Yan, Z., Wan, Z. H., Xiang, W., Zeng, Y., Yang, M., & Yang, L. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13310 · Cited by 83 · see citing works
Toward a cohesive psychological science of effective feedback
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Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors
Hill, J., Berlin, K. L., Choate, J., Cravens-Brown, L. M., McKendrick-Calder, L. A., & Smith, S. V. (2021) · Teaching & Learning Inquiry The ISSOTL Journal · doi:10.20343/teachlearninqu.9.1.20 · Cited by 61 · see citing works
Self-Determination Theory and HCI Games Research: Unfulfilled Promises and Unquestioned Paradigms
Tyack, A., & Mekler, E. D. (2024) · ACM Transactions on Computer-Human Interaction · doi:10.1145/3673230 · Cited by 57 · see citing works
A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement
Patall, E. A., Yates, N., Lee, J., Chen, M., Bhat, B. H., Lee, K., Beretvas, S. N., Lin, S., Hooper, S. Y., Jacobson, N. G., et al. (2023) · Educational Psychologist · doi:10.1080/00461520.2023.2274104 · Cited by 67 · see citing works
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Making feedback constructive: the interplay of undergraduates' motivation with perceptions of feedback specificity and friendliness
Fong, C., Schallert, D., Williams, K., Williamson, Z. H., Lin, S.-J., Kim, Y. W., & Chen, L.-H. (2021) · Educational Psychology · doi:10.1080/01443410.2021.1951671 · Cited by 51 · see citing works
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Computer-based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes
Kuklick, L., Greiff, S., & Lindner, M. A. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104785 · Cited by 54 · see citing works
Investigating feedback implemented by instructors to support online competency-based learning (CBL): a multiple case study
Wang, H., Tlili, A., Lehman, J. D., Lu, H., & Huang, R. (2021) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00241-6 · Cited by 49 · see citing works
From the Automated Assessment of Student Essay Content to Highly Informative Feedback: a Case Study
Gombert, S., Fink, A., Giorgashvili, T., Jivet, I., Mitri, D. D., Yau, J. Y.-K., Frey, A., & Drachsler, H. (2024) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-023-00387-6 · Cited by 61 · see citing works
Highly informative feedback using learning analytics: how feedback literacy moderates student perceptions of feedback
Weidlich, J., Fink, A., Frey, A., Jivet, I., Gombert, S., Menzel, L., Giorgashvili, T., Yau, J. Y.-K., & Drachsler, H. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00539-9 · Cited by 62 · see citing works
Computer-based knowledge of results feedback in different delivery modes: Effects on performance, motivation, and achievement emotions
Kuklick, L., & Lindner, M. A. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.102001 · Cited by 41 · see citing works
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation
Cen, Y., & Zheng, Y. (2023) · Assessing Writing · doi:10.1016/j.asw.2023.100802 · Cited by 54 · see citing works
Providing external feedback and prompting the generation of internal feedback fosters achievement, strategies and motivation in concept learning
Narciss, S., Prescher, C., Khalifah, L., & Körndle, H. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101658 · Cited by 40 · see citing works
The role of competence-related attentional bias and resilience in restoring thwarted feelings of competence
Waterschoot, J., van der Kaap-Deeder, J., & Vansteenkiste, M. (2020) · Motivation and Emotion · doi:10.1007/s11031-019-09776-8 · Cited by 36 · see citing works
Teacher, peer, or AI? Comparing effects of feedback sources in higher education
Weidlich, J., Gotsch, F., Schudel, K., Marusic-Würscher, C., Mazzarella, J., Bolten, H., Bütler, D., Luger, S., Wohlfender, B., & Merki, K. M. (2025) · Computers and Education Open · doi:10.1016/j.caeo.2025.100300 · Cited by 36 · see citing works
Implications of the open science era for educational psychology research syntheses
Patall, E. A. (2021) · Educational Psychologist · doi:10.1080/00461520.2021.1897009 · Cited by 34 · see citing works
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Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest
Jansen, T., Höft, L., Bahr, J. L., Kuklick, L., & Meyer, J. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102030 · Cited by 35 · see citing works
Effects of Using Immersive Virtual Reality for Science Education on Learning Outcomes: A Randomized Controlled Pilot Study
Xie, T., Li, Y., & Tang, Y. (2023) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2023.3263587 · Cited by 30 · see citing works
Remote learning experiences of girls, boys and non-binary students
Oinas, S., Hotulainen, R., Koivuhovi, S., Brunila, K., & Vainikainen, M. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104499 · Cited by 29 · see citing works
Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?
Kuklick, L., & Lindner, M. A. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102146 · Cited by 32 · see citing works
Exploring the Origins of intrinsic motivation
Zheng, Y., Janiszewski, C. A., & Schreier, M. (2022) · Motivation and Emotion · doi:10.1007/s11031-022-09969-8 · Cited by 30 · see citing works
Motivation Science
(2023) · doi:10.1093/oso/9780197662359.001.0001 · Cited by 30 · see citing works
A Psychological Need-Fulfillment Perspective for Designing Social Robots that Support Well-Being
Janssen, S., & Schadenberg, B. R. (2024) · International Journal of Social Robotics · doi:10.1007/s12369-024-01102-8 · Cited by 27 · see citing works
Dialogic Feed-Forward in Assessment: Pivotal to Learning but not Unproblematic
Hill, J., & West, H. (2022) · Teaching & Learning Inquiry The ISSOTL Journal · doi:10.20343/teachlearninqu.10.20 · Cited by 25 · see citing works
Examining Teachers’ Perception on the Impact of Positive Feedback on School Students
Câmpean, A. O., Bocoș, M. D., Roman, A. F., Rad, D., Crișan, C., Maier, M. L., Crișan-Tăușan, L., Triff, Z., Triff, D.-G., Mara, D., et al. (2024) · Education Sciences · doi:10.3390/educsci14030257 · Cited by 45 · see citing works
Embracing excellence in healthcare: the role of positive feedback
Plunkett, A. C. (2021) · Archives of Disease in Childhood Education & Practice · doi:10.1136/archdischild-2020-320882 · Cited by 25 · see citing works
Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?
Hill, J., Berlin, K. L., Choate, J., Cravens-Brown, L. M., McKendrick-Calder, L. A., & Smith, S. V. (2021) · Teaching & Learning Inquiry The ISSOTL Journal · doi:10.20343/teachlearninqu.9.2.18 · Cited by 27 · see citing works
More challenging or more achievable? The impacts of difficulty and dominant goal orientation in leaderboards within educational gamification
Cao, Y., Gong, S., Wang, Z., Cheng, Y. J., & Wang, Y. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12652 · Cited by 25 · see citing works
Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions
Jansen, T., Meyer, J., Fleckenstein, J., Horbach, A., Keller, S., & Møller, J. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101847 · Cited by 28 · see citing works
Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames
Weidlich, J., Fink, A., Jivet, I., Yau, J. Y.-K., Giorgashvili, T., Drachsler, H., & Frey, A. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.13024 · Cited by 22 · see citing works
Does teachers’ motivation have an impact on students’ scientific literacy and motivation? An empirical study in Colombia with data from PISA 2015
Suárez-Mesa, A. M., & Gómez, R. L. (2024) · Large-scale Assessments in Education · doi:10.1186/s40536-023-00190-8 · Cited by 35 · see citing works
Do achievement goals and self-efficacy matter for feedback use?
Keller, M. V., Dresel, M., & Daumiller, M. H. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101948 · Cited by 21 · see citing works
Using Online Critical Reflection to Enhance Students’ Confidence, Motivation, and Engagement in Higher Education
Awidi, I. T., & Klutsey, J. Q. (2024) · Technology Knowledge and Learning · doi:10.1007/s10758-024-09751-4 · Cited by 34 · see citing works
What Is Motivation, Where Does It Come from, and How Does It Work?
Dweck, C. S., Dixon, M. L., & Gross, J. J. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0001 · Cited by 19 · see citing works
When can empowering leadership foster intrinsic motivation and proactive performance in the tourism and hospitality industry? A moderated mediation model
Abuelhassan, A. E., Alharbi, S. S. A., Khreis, S. H. A., & Alharbi, M. M. (2024) · International Journal of Hospitality Management · doi:10.1016/j.ijhm.2024.103860 · Cited by 18 · see citing works
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing
Zhu, W., Yu, S., & Zheng, Y. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2235635 · Cited by 21 · see citing works
The Effect of Levers of Control and Leadership Style on Creativity
Adi, M. P. H., & Sukmawati, A. (2020) · Journal of Indonesian Economy and Business · doi:10.22146/jieb.55466 · Cited by 18 · see citing works
Effects of cognitive appraisal styles and feedback types on feedback acceptance and motivation for challenge
Shin, J., Kim, J., Kim, M.-S., & Son, Y. (2020) · Educational Psychology · doi:10.1080/01443410.2020.1725449 · Cited by 17 · see citing works
Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis
Golzar, J., Momenzadeh, S. E., & Miri, M. A. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2107297 · Cited by 17 · see citing works
‘Good job!’ the impact of positive and negative feedback on performance
Göller, D., & Späth, M. (2024) · Sports Economics Review · doi:10.1016/j.serev.2024.100045 · Cited by 16 · see citing works
Exploring the effects of elaborated and motivational feedback on learning engagement in online scripted role discussion
Feng, Q., Li, W., Zhu, X., & Li, X. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00499-6 · Cited by 18 · see citing works
Effects of learner choice over automated, immediate feedback
Kuklick, L. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102065 · Cited by 15 · see citing works
Jingle-Jangle Fallacies in Motivation Science
Pekrun, R. H. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0009 · Cited by 16 · see citing works
Motivation in Aphasia Treatment: Self-Determination Theory Applied to the FOURC Model
Biel, M., & Haley, K. L. (2023) · American Journal of Speech-Language Pathology · doi:10.1044/2022_ajslp-22-00251 · Cited by 14 · see citing works
Consumer Online Knowledge-Sharing: Motivations and Outcome
Li, Y., Li, Y., Ma, K., & Zhou, X. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.871518 · Cited by 14 · see citing works
Teacher feedback and students’ self-concept, intrinsic value, and achievement in mathematics: Juxtaposing between- and within-person perspectives on long-term reciprocal relationships
Hübner, N., Winstone, N., Merk, S., & Hattie, J. (2025) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102365 · Cited by 15 · see citing works
The Sunny Side of Negative Feedback: Negative Feedback Enhances One’s Motivation to Win in Another Activity
Fang, H., Li, X., Ma, H., & Fu, H. (2021) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2021.618895 · Cited by 13 · see citing works
Does feedback targeting text comprehension trigger the use of reading strategies or changes in readers' attitudes? A meta‐analysis
Swart, E. K., Nielen, T. M. J., & Jong, M. T. S. (2022) · Journal of Research in Reading · doi:10.1111/1467-9817.12389 · Cited by 16 · see citing works
Effects of Mothers’ Mindset and Perceived Child Competence on Their Learning Involvement
Sheffler, P., & Cheung, C. S.-S. (2022) · The Journal of Experimental Education · doi:10.1080/00220973.2022.2137096 · Cited by 13 · see citing works
Unraveling the complexity of the associations between students’ science achievement, motivation, and teachers’ feedback
Katsantonis, I., McLellan, R., & Torres, P. E. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1124189 · Cited by 14 · see citing works
In search of digital solution sellers: the role of non-monetary motivation and empowering leadership behaviors
Guenzi, P., & Nijssen, E. J. (2024) · Journal of Personal Selling and Sales Management · doi:10.1080/08853134.2024.2305496 · Cited by 11 · see citing works
The impact of different types of feedback on pre-service teachers’ microteaching practice and perceptions
Wang, M., Long, T., Li, N., Shi, Y., & Chen, Z. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13024-z · Cited by 11 · see citing works
Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review
Berry, D. N., Taylor, M. L., Nicolai, K. D., Koenka, A. C., Barnes, N., de Oliveira, L. C., & Zumbrunn, S. K. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102022 · Cited by 11 · see citing works
Supervisors’ Leadership Styles’ Influence on Foreign Teachers’ Self-Efficacy in a Cross-Cultural Work Setting: A Moderated Mediation Analysis
Gumah, B., Wenbin, L., & Aziabah, M. A. (2021) · SAGE Open · doi:10.1177/2158244021994546 · Cited by 14 · see citing works
Rather to receive praise than criticism? Understanding students’ perceptions of feedback valences in academic writing
Su, W., & Huang, A. (2022) · Innovations in Education and Teaching International · doi:10.1080/14703297.2022.2155211 · Cited by 10 · see citing works
The delivery of bad news: An integrative review and path forward
Kitz, C. C., Barclay, L. J., & Breitsohl, H. (2023) · Human Resource Management Review · doi:10.1016/j.hrmr.2023.100971 · Cited by 10 · see citing works
Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy
Ernst, H. M., Prinz‐Weiß, A., Wittwer, J., & Voss, T. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1391093 · Cited by 11 · see citing works
Designing job characteristics for effective hybrid intelligence: insights from job design and human–AI collaboration
Yang, T., & Jiang, J. (2025) · Personnel Review · doi:10.1108/pr-03-2024-0229 · Cited by 9 · see citing works
Ten Practical Strategies to Motivate Students in Physical Education: Psychological Need-Support Approach
Manninen, M., & Yli-Piipari, S. R. (2021) · Strategies · doi:10.1080/08924562.2020.1867270 · Cited by 11 · see citing works
More positive, more innovative: a moderated-mediation model of supervisor positive feedback and subordinate innovative behavior
Su, W., & Zhang, Y. (2022) · Current Psychology · doi:10.1007/s12144-022-04047-1 · Cited by 9 · see citing works
Understanding individual differences in students’ responses to technology-based feedback on a writing task: the role of achievement motives and initial task performance
Meyer, J., Jansen, T., Daumiller, M. H., & Fleckenstein, J. (2025) · Journal of Research on Technology in Education · doi:10.1080/15391523.2025.2471765 · Cited by 11 · see citing works
Students ignore their mistakes: Elaborated error feedback processing in a digital learning system
Maier, U., & Klotz, C. (2025) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102395 · Cited by 12 · see citing works
How (much) do people revise their goals after success and failure? The Triple-A model of goal revision
Theobald, M., Lin, W. M., Sakaki, M., Murayama, K., & Brod, G. (2025) · Educational Psychologist · doi:10.1080/00461520.2025.2533232 · Cited by 9 · see citing works
Conditional Regard in Development and Relationships
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Authors: Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S.
Affiliations: Texas State University (US)
University of Southern California (US)
The University of Texas at Austin (US)
Corresponding author: Fong, Carlton J.
ORCID: Fong, Carlton J.
Patall, Erika A.
Vasquez, Ariana C.
Venue: Educational Psychology Review
Publisher: Springer Science and Business Media LLC
Published: 2018-08-15
Volume: 31
Issue: 1
Pages: 121-162
ISSN: 1040-726X (ISSN-L)
1573-336X
DOI: 10.1007/s10648-018-9446-6
OpenAlex: W2886610728
Cited by: 299
References: 125
Citations by year: 2026: 31 · 2025: 51 · 2024: 46 · 2023: 116 · 2022: 20 · 2021: 20 · 2020: 11 · 2019: 4
FWCI: 1.36
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Educational Psychology Review (publishedVersion)
Funders: American Psychological Association
American Educational Research Association
Association for Psychological Science
Topics: Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Student Assessment and Feedback
Keywords: negative feedback, intrinsic motivation, positive feedback, feedback effects, instructional feedback, children, adults, demotivation

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A Meta-Analysis of Negative Feedback on Intrinsic Motivation

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