Quint, Daniëlle (2025) De invloed van negatieve feedback op de intrinsieke motivatie van studenten in het hoger onderwijs: een scoping review. Bachelor thesis, Pedagogical and Educational Sciences.
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Abstract
Feedback plays a crucial role in higher education by supporting student learning and academic achievement. While traditionally viewed as a unidirectional transmission of corrective information, recent research emphasizes a dialogic, socio-constructivist approach in which feedback functions as an interactive and emotionally charged process. This scoping review explores the impact of negative feedback on the intrinsic motivation of students in higher education, using Self-Determination Theory (SDT) as the guiding framework. The central research question was: What is the influence of negative feedback on the intrinsic motivation of students in higher education? Following the PRISMA-ScR guidelines, 13 empirical studies (2014–2023) were selected from PsycINFO, ERIC, and PubMed. Data were extracted and synthesized thematically based on SDT’s three basic psychological needs: autonomy, competence, and relatedness. Results showed that negative feedback can have both motivating and demotivating effects, depending on several moderating factors. Demotivating effects were associated with vague, impersonal, or controlling feedback. In contrast, constructive, specific, and empathetic feedback supported students’ psychological needs and enhanced intrinsic motivation. The findings highlight the importance of autonomy-supportive and relational feedback to mitigate the potential negative effects of corrective input. Furthermore, the review identifies a lack of consistent conceptualization of negative feedback across studies and highlight the need for the development of a clear taxonomy. Implications include offering students with feedback choices, fostering trusting relationships, and increasing instructors' awareness of communication style. Future research should explore the interplay between SDT components and define feedback typologies.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Strijbos, J.W. |
| Degree programme: | Pedagogical and Educational Sciences |
| Differentiation route: | Orthopedagogiek [Bachelor Pedagogical and Educational Sciences] |
| Date Deposited: | 18 Jul 2025 09:30 |
| Last Modified: | 18 Jul 2025 09:30 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/5628 |
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