The Effects of Regulatory Focus on College Course Exam Performance

• In Event: 73.062 - Poster Session 17
  In Poster Session: 73.062-4 - Motivation in Education SIG Poster Session 1

Abstract

This study explored the implications of regulatory focus theory (Higgins, 1997) for academic testing. Previous research (Rosenzweig, Miele, & Srivastav, 2014) showed that holding a prevention (versus a promotion) orientation resulted in better performance on two loosely-timed laboratory tests. The present study investigated performance for college course exams. Participants completed a questionnaire measuring regulatory orientations at the beginning of the semester and later agreed to release data from their midterm and final exams. Students with stronger prevention (and weaker promotion) orientations earned higher exam scores. Additionally, holding a prevention orientation was associated with more trait test anxiety but not with worse performance, suggesting that the effects of regulatory focus are distinct from those of performance avoidance goals in testing contexts.

Authors

• Emily Quinn Rosenzweig, University of Maryland - College Park

• David B. Miele, Boston College