Everything right or nothing wrong? Regulatory fit effects in an e-learning context

Abstract Feedback is a key factor in helping individuals to self-regulate their learning behavior. Informative feedback, as very basic form of feedback informing learners about the correctness answers, can be framed different ways emphasizing either what was correct or must improved. The regulatory focus theory describes strategic orientations towards goals, which may associated with effects informative types. A promotion orientation preference for approaching positive outcomes, while prevention avoiding negative ones. Applied context self-regulated e-learning environments, we predict that fit, defined congruence individuals’ and positively affects persistence performance. In two experiments, assessed experimentally varied samples university students preparing exams an tool ( N = 182, experiment 1; 118, 2) observed actual behaviors. Using operationalizations regulatory-framed found statistically significant fit on performance both although some remain insignificant. 2, additionally tested ease processing mechanism effects. This way, expand literature behavior provide evidence benefits adaptive environments. We discuss limitations, especially regarding stability well future directions research feedback.