The Effect of Performance Anticipation on Students’ Recognition in Online Learning

Katherine Ronauly Maharani Silaban (Fakultas Psikologi, Universitas Padjadjaran)
Wilis Srisayekti (Fakultas Psikologi, Universitas Padjadjaran)
Windy Nathasya Saputra (Fakultas Psikologi, Universitas Padjadjaran)
Gabriella Samantha Carmella (Fakultas Psikologi, Universitas Padjadjaran)
Alifatunnisa Hafidza (Fakultas Psikologi, Universitas Padjadjaran)
Rausyan Fikri Muhammad Ilham (Fakultas Psikologi, Universitas Padjadjaran)
Fanny Rizkiyani (Fakultas Psikologi, Universitas Padjadjaran)
Nurul Izzah Binti Shari (Faculty of Social Sciences and Humanities, University Technology Malaysia, Johor, Malaysia)

PSYMPATHIC
Vol 11, No 1 (2024): PSYMPATHIC

This experimental research investigated the effect of performance anticipation on students recognition in the context of online learning. Data were collected through online presentation via Zoom and analyzed with between-participants posttest-only control group design. The data collected comprised 69 students aged 17 to 20 years with mean and SD of 18.09 years and 0.59, respectively. The confederate, experimental, and control groups conducted the presentation in the first, second, and zero order. The results showed a significant difference between the control and experimental groups in recognition scores (p = .011), which decreased performance anticipation of student’s recognition ability in online learning contexts. The findings can be utilized by educators to design learning scenarios needed to optimize students understanding of presentation materials and lectures. Furthermore, presentations should be scheduled at the beginning of the class and limited to one per session.