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Direct linkBaadte, Christiane; Kurenbach, Friederike – European Journal of Psychology of Education, 2017
In the present study, the assumption was tested that expectancy-incongruent feedback in conjunction with explicit self-affirmation directs attention away from the task and to the self. As a result, performance should decrease in resource-sensitive text/picture comprehension tasks as compared to resource-insensitive tasks. Three hundred and…
Descriptors: Secondary School Students, Grade 5, Expectation, Feedback (Response)
