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Role of Perceived Competence and Task Interest in Learning From Negative Feedback
Dajung Daine Shin1, Sung-Il Kim1, Myung-Jin Lee2
1Department of Education, Brain and Motivation Research Institute (bMRI), Korea University, Seoul, South Korea.
Frontiers in Psychology
|March 7, 2022
Summary
High perceived competence and task interest enhance adaptive responses to negative feedback by engaging cognitive control networks. Low competence, especially with high interest, showed detrimental neural activation patterns.
Area of Science:
- Neuroscience
- Cognitive Psychology
- Educational Psychology
Background:
- Understanding how individuals respond to negative feedback is crucial for learning and performance.
- Perceived competence and task interest are key learner characteristics influencing cognitive and affective states.
Purpose of the Study:
- To investigate the interactive effects of perceived competence and task interest on brain activity during negative feedback processing.
- To identify neuroscientific mechanisms underlying adaptive and detrimental responses to failure.
Main Methods:
- Functional magnetic resonance imaging (fMRI) was employed to measure brain activation in 24 undergraduates.
- Participants performed tasks with varying interest levels and received manipulated perceived competence feedback before receiving failure feedback.
Main Results:
- Negative feedback processing varied significantly based on the interplay of perceived competence and task interest.
- The combination of high competence and high interest demonstrated the most adaptive neural response, involving cognitive control networks and reduced negative affect.
- Low competence, particularly when paired with high interest, elicited the most detrimental activation patterns.
Conclusions:
- The study highlights that the effectiveness of negative feedback is contingent on learner characteristics like perceived competence and task interest.
- Specific combinations of these factors can either promote adaptive coping mechanisms or lead to detrimental neural responses.
- These findings offer insights into optimizing learning environments and interventions by considering individual differences in response to feedback.
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