The results of the article indicated:

• choosing critical feedback (i.e. out of a desire to improve) led to remembering critical feedback more so than confirmatory feedback, it was also linked to better performance on the virtual poster-designing task
• in-school performance was measured and it showed that doing better on mathematics tests and this virtual task led to remembering confirmatory feedback less
• doing better on English tests led to remembering critical feedback more
• the ramifications of the above results indicate that not only choosing learning, critical feedback in a suitable environment allowing for said choices in learning can improve one's academic performance, it can lead to further remembering said critical feedback, allowing for a potential loop in increasing performance
• it may be possible to bridge the gap/Matthew Effect in education where prior achievements seem to favor high-achieving students over low-achieving students in future academic classes/assignments