Correction to: Social Psychology of Education https://doi.org/10.1007/s11218-022-09733-3

In an earlier version of the article, format errors occurred in the tables during the publication process. Please find the correct tables below.

Springer wishes to apologise for any inconvenience caused.

Table 1

 

Persistence (N = 5632)

Performance (N = 5379)

B(SE)

B(SE)

B(SE)

B(SE)

Constant

−1.019**

(0.000)

−1.022***

(0.000)

−3.609***

(0.005)

−3.601***

(0.002)

Feedback level (L1)

Time till exam

−0.149**

(0.001)

−0.151***

(0.001)

−0.035

(0.452)

−0.036

(0.449)

Session length

0.130***

(0.001)

0.131***

(0.001)

  

Item processing time

  

−51.634***

(0.000)

−51.517***

(0.000)

Progress

0.203***

(0.000)

0.201***

(0.000)

0.037**

(0.044)

0.075**

(0.039)

Level

−0.034

(0.435)

−0.033

(0.451)

0.394***

(0.000)

0.393***

(0.000)

Feedback

−0.023

(0.470)

−0.024

(0.457)

0.050

(0.163)

0.053

(0.142)

Proportion of correct itemsa

0.533

(0.161)

0.542

(0.155)

1.050***

(0.000)

1.056***

(0.000)

Learner level (L2)

Promotion orientation

0.010

(0.875)

0.008

(0.898)

0.007

(0.900)

0.008

(0.882)

Prevention orientation

0.018

(0.786)

0.017

(0.802)

0.014

(0.805)

0.015

(0.787)

Cross-level-interactions

Promotion orientation × Feedback

 

−0.062*

(0.057)

 

0.067*

(0.066)

Prevention orientation × Feedback

 

−0.038

(0.246)

 

0.033

(0.372)

  1. Regulatory Fit on Learning Persistence and Learning Performance in Experiment 1
  2. *p < 0.1, **p < 0.05, ***p < 0.01. Persistence measured as learning abort (binary, L1), performance as performance on items presented with feedback (binary, L1). Effect coding of feedback type (−1: prevention; 1: promotion). aFor learning persistence, we used p*(1−p) to achieve higher values for medium success probability. Session length describes the overall amount of time spent in the learning session, while item processing time refers to the exact amount of time spent on the investigated item after feedback presentation. Level indicates the already reached achievements (represented as a medal in the feedback) of the learner and progress the progression towards the next medal (also presented in the feedback).

Table 2.

 

Persistence (N = 3702)

Performance (N = 3702)

B(SE)

B(SE)

B(SE)

B(SE)

B(SE)

B(SE)

Constant

1.162***

(0.099)

1.161***

(0.099)

1.160***

(0.099)

0.584***

(0.020)

0.584***

(0.020)

0.585***

(0.020)

Session level (L1)

Time till exam

0.065*

(0.037)

0.057

(0.037)

0.062*

(0.037)

−0.011

(0.008)

−0.011

(0.008)

−0.011

(0.008)

Proportion of correct items (p × 1−p)

8.044***

(0.332)

8.053***

(0.331)

8.045***

(0.331)

   

Learning time

   

−0.000 (0.000)

−0.000 (0.000)

−0.000 (0.000)

Feedback

−0.044

(0.028)

−0.045

(0.028)

−0.081**

(0.038)

−0.003

(0.006)

−0.003

(0.006)

0.008

(0.009)

Learner level (L2)

Fluency

−0.120

(0.119)

−0.122

(0.119)

−0.099

(0.119)

−0.069**

(0.028)

−0.069**

(0.028)

−0.072**

(0.028)

Promotion orientation

−0.153***

(0.058)

−0.137***

(0.059)

−0.164***

(0.076)

0.004

(0.014)

0.003

(0.014)

0.003

(0.018)

Prevention orientation

−0.033

(0.058)

−0.037

(0.058)

−0.035

(0.079)

−0.003

(0.014)

−0.004

(0.014)

−0.006

(0.018)

Cross-level-interactions

Promotion orientation × Feedback

 

0.075***

(0.027)

0.098***

(0.037)

 

−0.002

(0.006)

0.001

(0.008)

Promotion orientation × Fluency

  

−0.068

(0.118)

  

−0.002

(0.028)

Feedback × Fluency

  

0.095

(0.056)

  

−0.030**

(0.013)

Prevention orientation × Feedback

 

−0.022

(0.027)

−0.080**

(0.037)

 

−0.003

(0.006)

−0.005

(0.008)

Prevention orientation × Fluency

  

−0.0098

(0.116)

  

0.007

(0.027)

Promotion orientation × Feedback × Fluency

  

−0.002

(0.059)

  

−0.019

(0.013)

Prevention orientation × Feedback × Fluency

  

0.134**

(0.054)

  

−0.002

(0.012)

  1. Multilevel Regression on Learning Persistence and Learning Performance in Experiment 2
  2. *p < 0.1, **p < 0.05, ***p < 0.01. Persistence measured as learning time per session (L1, logarithmized), performance as mean performance on items presented with feedback (L1). Effect coding of feedback type (−1: prevention; 1: promotion), and dummy coding of fluency (0 fluent; 1: disfluent).