Purpose

• This study aims to explore the relations among prior academic achievement, spontaneous use of the two design-thinking strategies of seeking critique and revising, and performance in a brief on-line activity.

Hypothesis

• The researchers hypothesized that prior academic achievement will positively correlate with the choice to seek critical feedback and revise, and that the spontaneous use of these strategies will lead to better performance in the activity.

Research Question

• Are high-achieving students more likely to choose to seek revision (and constructive criticism) than low achieving students? More specifically, will high-achieving students seek constructive criticism at a higher rate and does the criticism drive them to revise more?