Yeager, Purdie-Vaughns et al., 2014, Experiment 3: Framing critical feedback as a source of growth improved academic performance among African American high schoolers
Reference:
Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., ... & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804.
Download PDFSummary:
High school students read stories from other students about receiving critical feedback, which emphasized understanding criticism as helping students achieve a higher level and given with this purpose, and practiced these attributions by interpreting critical feedback on another student’s essay. This raised end-of-term core academic grades for Black students, reducing the achievement gap with White students by 39%, and reduced the percentage of classes in which Black students performed at a D or lower level from 43% to 23%.
Psychological Process:
How?
Psychological Question Addressed
Why did I receive critical feedback?Why did I receive critical feedback?Psychological Question Addressed
Why did I receive critical feedback?Psychological Process 2:
Psychological Process 3:
Social Area:
Education
Intervention Technique:
Increasing commitment through action, saying-is-believing