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The Influence of Positive and Negative Prompting on Persistence
PROCEEDING

, , , University of North Texas, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study aims to analyze how positive and negative prompting influences persistence and possibly performance. Three groups will complete the Motivational Persistence Scale as a survey {Ticu, Andrei, & Ana, 2012) before attempting to solve five anagrams. Four of the anagrams will have a solution but the last will be unsolvable. Prior to starting the anagram task, Group 2 will be given positive prompting while Group 3 will be given negative prompting regarding the expected difficulty of the anagram problems. Study facilitators will record the length of time taken before the participants choose to end the exercise. Participants will then complete a short post-task survey about their experience during the study. The results will then be compared and analyzed to identify any possible correlations between the prompting received and the participants' persistence in the anagram exercises. This study is based on the Frankel and Synder (1978) study.

Citation

Bonhamgregory, M., Cevallos, A. & Gonzalez, L. (2019). The Influence of Positive and Negative Prompting on Persistence. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 513-519). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 3, 2023 from .