Relationship between Goal Orientations with Feedback-Seeking Behavior among Sample from the Hashemite University Students

This study aimed at exploring the relationship between goal orientation (GO) and the feedback-seeing behavior (FSB). The sample consisted of 330 students from four sections which were chosen randomly from the university requirements of the Hashemite University.These courses were chosen purposively because they contain students from different faculties and majors. The students completed the GO and the FSB questionnaires. The results showed that the females adopted learning-approach goals, but the males adopted performance-approach goals. Concerning the FSB, students sought self-validation feedback. In respect to gender differences in FSB, males sought self-validation feedback, whereas females sought self-improvement feedback. The results also showed that there was a negative correlation between performance-approach goals and self-improvement feedback, but there was a positive correlation between performance-approach goals and self-improvement feedback. Learning-approach goals were positively correlated with self-improvement feedback, but correlated negatively with self-validation feedback

How Does the Regulatory Focus Affect Problem-Solving Among Undergraduate Students?

The current study aimed to explore the effect of regulatory Focus – Promotion vs. Prevention – in problem-solving among undergraduate students at The Hashemite University. The hypotheses were that promotion focus students outperform prevention focus students in ill-structured problems but underperform them in well-structured problems, and prevention focus students outperform promotion focus students in well-structured problems but underperform them in ill-structured problems. The participants (n=170) were allocated into four groups according to their mindsets and the problems assigned to them (promotion with ill-structured problems, promotion with well-structured problems, prevention with ill-structured problems, prevention with well-structured problems). After the groups solved all the assigned problems, their work was scored according to Measuring Problem Solving Instrument MPSI. The findings confirmed the hypothesis that the regulatory focus affects how problems are solved