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We investigated whether negative feedback with information could benefit both behavioral and neural responses. Fifteen participants were scanned with functional magnetic resonance imaging (fMRI) while receiving various feedbacks in a novel perceptual task. Behavioral data showed that reaction times of task performance were faster after receiving negative informative feedback compared to negative confirmatory feedback. The fMRI analysis of the interaction contrast between feedback type (informative vs. confirmatory) and valence (negative vs. positive) showed greater activation in the ventrolateral prefrontal cortex (vlPFC) and the ventral striatum in response to negative informative compared to confirmatory feedback. The psychophysiological interactions (PPI) analyses showed that the vlPFC activation was positively correlated with the amygdala and the rostral cingulate zone (RCZ). The ventral striatum activation was negatively correlated with the dorsolateral prefrontal cortex (dlPFC). These results suggest that negative but informative feedback benefits subsequent performance and its primary function is to elicit positive prediction error (instructive signal) and to induce cognitive control to guide subsequent goal-directed behavior. [ABSTRACT FROM AUTHOR]

We conducted behavioral and functional magnetic resonance imaging (fMRI) research to investigate the effects of two types of achievement goals—mastery goals and performance-approach goals— on challenge seeking and feedback processing. The results of the behavioral experiment indicated that mastery goals were associated with a tendency to seek challenge, both before and after experiencing difficulty during task performance, whereas performance-approach goals were related to a tendency to avoid challenge after encountering difficulty during task performance. The fMRI experiment uncovered a significant decrease in ventral striatal activity when participants received negative feedback for any task type and both forms of achievement goals. During the processing of negative feedback for the rule-finding task, performance-approach-oriented participants showed a substantial reduction in activity in the dorsolateral prefrontal cortex (DLPFC) and the frontopolar cortex, whereas mastery-oriented participants showed little change. These results suggest that performance-approach-oriented participants are less likely to either recruit control processes in response to negative feedback or focus on task-relevant information provided alongside the negative feedback. In contrast, mastery-oriented participants are more likely to modulate aversive valuations to negative feedback and focus on the constructive elements of feedback in order to attain their task goals. We conclude that performance-approach goals lead to a reluctant stance towards difficulty, while mastery goals encourage a proactive stance. [ABSTRACT FROM AUTHOR]

We tested the interaction between task value and self-efficacy on defensive pessimism, academic cheating, procrastination and self-handicapping among 574 Korean 11th graders in the context of English as a foreign language. We hypothesised that perceiving high value in tasks or domains for which self-efficacy was low would pose a threat to perceived self-worth, leading students to resort to various maladaptive achievement strategies. Hierarchical multiple regression analyses demonstrated that, consistent with our hypothesis, the relationships of task value with academic cheating and procrastination depended on the level of self-efficacy. Perceiving high intrinsic value positively predicted academic cheating for students with low self-efficacy but not for students with high self-efficacy. Likewise, perceiving intrinsic or utility value positively predicted procrastination for students with low self-efficacy but not for students with high self-efficacy. Our findings support the major tenets of self-worth theory. [ABSTRACT FROM PUBLISHER]

Studies the effects inference generation on interestingness of a story. Methodology of the research; Factors that influenced text-based interest; Conclusion.

The purpose of this investigation was to test (a) whether students distinguished between self-efficacy sources according to social model and (b) how predictive the self-efficacy information students received from each social model was for their self-efficacy beliefs. For this purpose, new vicarious experience and social persuasion scales were developed that independently assess the respective source of self-efficacy information conveyed by three social models, family members, teachers, and peers. As revealed by exploratory factor analysis, confirmatory factor analysis, and multitrait-multimethod analysis, the Korean high school students in Studies 1 ( N = 395) and 3 ( N = 393) and the Korean college students in Study 2 ( N = 220) clearly distinguished between the self-efficacy sources and the social models who delivered this information (family members, teachers, or peers). Student responses to vicarious experience fluctuated more by social model than did their responses to social persuasion. The correlations further suggest the possibility that the existing scale largely taps vicarious experience from teachers and peers rather than vicarious experience from family members. The predictive utility of vicarious experience and social persuasion for self-efficacy also varied according to the social model involved and by the academic domain. Social persuasion by teachers predicted student self-efficacy in mathematics, while vicarious experience from teachers predicted student self-efficacy in English as a foreign language, in addition to mastery experience and physiological state. [ABSTRACT FROM AUTHOR]