The effects of current unsatisfactory performance and evaluative approach on improvement expectancy and commitment to improvement

Abstract This study investigated the effects of current unsatisfactory performance (CUP) on improvement expectancy (IE) and commitment to (CTI). 118 high school students were randomly assigned consider either satisfactory (CSP) or CUP. In addition, within each group one two evaluative approaches: (1) dichotomous present-focused evaluation (“Are you succeeding in this area? Or not?”), (2) historical success scaling (“What is highest level that have reached area?”). It was hypothesised (relative CSP) CUP has a negative effect (IE). hypothesis supported. data consistent with an inconsistent mediation according which positive direct CTI but indirect through reduced IE. The expected be less amongst engaging than evaluation. Although indeed case, test moderated indicated conditional did not differ statistically. helps illuminate conflicting CTI. Findings also important implications for cognitive-behavioural solution-focused approaches, both champion “scaling.”