Anchored in praise? Potential manifestation of the anchoring bias in feedback reception

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. In this experimental study, we examined the influence of detailed comments and praise on student motivation and change in performance. 147 university students wrote an essay draft, received feedback (detailed comments, detailed comments and praise, or control) and revised their essay based on feedback. First, we found that students who received detailed comments showed higher motivation and greater improvement compared to their counterparts in the control group. Second, we showed that students who received praise demonstrated lower motivation and reduced improvement, compared to students who did not receive praise in addition to detailed comments. This demonstration of paradoxical effects of praise in higher education is explained in the context of the anchoring bias suggesting that praise should be used wisely.