Anchored in Praise? Exploring Manifestation of the Anchoring Bias in the Feedback Process

• In Event: The Interplay of Feedback and Motivation: Perspectives on How Context, Student, and Feedback Characteristics Matter

Abstract

Although feedback is one of the most important instructional techniques, strong empirical research on receiving feedback is scarce in comparison to research on feedback provision. Studies have revealed certain barriers that limit students’ ability to use feedback to achieve meaningful outcomes (Winstone et al., 2017; Lipnevich & Smith, in press). One barrier may stem from cognitive biases that impact student judgment and decision-making. In this study, we attempted to investigate the effects of praise on student performance, providing initial evidence of possible anchoring bias manifestation.

To this end, we experimentally manipulated the feedback in a sample of 147 university students and examined the effects of this feedback on performance. Given that praise is known to affect motivation (Brummelman et al., 2016), we also examined motivation as a potential mediator of the link between feedback and performance. We attempted to answer the following question:
What is the effect of praise on student motivation and performance? This question was supplemented with an exploratory question: Is there evidence that praise may introduce an anchoring bias in students’ processing of feedback?

As part of the course requirements, students were required to write a 750-word essay discussing evidence of climate change. Students then received individual feedback and were asked to revise their work. After first drafts were submitted, students were randomly assigned to one of three conditions: (1) Praise, (2) No Praise, and (3) Control. Students in the Praise condition received detailed comments with the following opening statement: “This is an excellent draft! You did a wonderful job presenting your arguments. Below are a few suggestions on how you can make it even better.” Students in the No Praise condition received detailed comments without the opening praise statement. Finally, students in the control group did not receive any feedback and were only asked to revise their work by re-reading their essays and considering ways to improve it. Feedback was provided in accordance with the assignment criteria explicated by the course instructor. Immediately after seeing their feedback and right before they could proceed with revisions, students were asked to report their level of motivation to carry out revisions.

In order to answer the two research questions, a path analysis was conducted. The experimental grouping variable was coded into two dummy variables in which the control group was used as the reference group (Hayes & Preacher, 2013). The results revealed differences among experimental conditions. Praise, combined with detailed feedback, influenced students’ motivation to revise the essay and their performance on the final draft. First, students who received detailed feedback showed higher motivation and greater improvement compared to their counterparts in the control group. Second, students who received praise demonstrated lower motivation and reduced improvement, compared to students who did not receive praise in addition to detailed comments. Tables 1+2, and Figure 1 depict the results. This demonstration of paradoxical effects of praise in higher education is explained in the context of the anchoring bias. Consequently, the findings highlight that praise should be used wisely.

Authors

• Anastasiya A. Lipnevich, Queens College - CUNY
  Presenting Author

• Felix Esser, Graduate Center - CUNY
  Non-Presenting Author

• Mi Jin Park
  Non-Presenting Author

• Naomi Winstone, University of Surrey
  Non-Presenting Author