Emotional responses to objective and normative performance feedback

The effect of objective and normative feedback on emotional responses to tasks was assessed in kindergarten age and 2nd- and 4th-grade children. Children completed a task on which they received objective (few errors vs. many errors) and normative (superior vs. inferior to same-aged peers) feedback. After receiving the feedback they were asked to rate the intensity of their emotional responses (global affect, good, bad, proud, and embarrassed), and their competency on the task. Both objective and normative feedback affected most emotional responses. The effect of the evaluation feedback generally did not vary as a function of the child's grade. Girls' comptency ratings were more affected by normative feedback than boys', but boys were more embarrassed following objective failure than girls.     

Evaluating performance in continuous experiments with feedback to subjects

Consider an experiment in which a subject guesses repeatedly at a randomly chosen target on a continuum. To guarantee a positive probability of success, the continuum is partitioned into a finite but large number of segments. The subject is given directional feedback. General guessing strategies are characterized, and an optimal strategy is identified. The hypothesis that the subject's performance can be explained by chance alone is of interest in such experiments. A test is developed based on comparing the subject's performance to expected performance using the optimal strategy. A skill-scoring procedure is developed for assessing a subject's performance in light of the strategy used, and a test based on skill-scoring is advanced.Research by the first author is supported in part by the Air Force Office of Scientific Research under grant AFOSR 77-3180.The authors wish to thank the referees for remarks that led to improvements in both content and clarity.     

Individual differences in electrophysiological responses to performance feedback predict AB magnitude

The attentional blink (AB) is observed when report accuracy for a second target (T2) is reduced if T2 is presented within approximately 500 ms of a first target (T1), but accuracy is relatively unimpaired at longer T1–T2 separations. The AB is thought to represent a transient cost of attending to a target, and reliable individual differences have been observed in its magnitude. Some models of the AB have suggested that cognitive control contributes to production of the AB, such that greater cognitive control is associated with larger AB magnitudes. Performance-monitoring functions are thought to modulate the strength of cognitive control, and those functions are indexed by event-related potentials in response to both endogenous and exogenous performance evaluation. Here we examined whether individual differences in the amplitudes to internal and external response feedback predict individual AB magnitudes. We found that electrophysiological responses to externally provided performance feedback, measured in two different tasks, did predict individual differences in AB magnitude, such that greater feedback-related N2 amplitudes were associated with larger AB magnitudes, regardless of the valence of the feedback.     

Supervisors' performance feedback to subordinates: The impact of subordinate performance valence and outcome dependence

The purpose of this study was to examine the effects of two variables on supervisors' performance feedback to subordinates: (1) the valence of the subordinate's performance, that is, whether the subordinate has performed well or poorly, and (2) the degree to which the supervisor's monetary outcomes are dependent on the subordinate's performance. It was hypothesized that supervisors would give subordinates feedback less often about instances of poor performance than about instances of good performance, but that when given, their feedback about poor performance would be more specific than their feedback about good performance. It was also hypothesized that supervisors would give feedback more often under conditions of high outcome dependence than under conditions of low outcome dependence. The results strongly supported the two performance valence hypotheses. The outcome dependence hypothesis was also supported, but only when the subordinate exhibited a pattern of gradually worsening performance. The implications of these findings are discussed, as are directions for future research.     

Reflection as a strategy to enhance task performance after feedback

An unanswered question in employee development is how reflection can be used for improving performance in organizations. Drawing from research and theory on dual-process models, we develop and test a reflection strategy to stimulate deeper learning after feedback. Results of two studies (N = 640 and N = 488) showed that reflection combined with feedback enhanced performance improvement on a web-based work simulation better than feedback alone. Reflection without feedback did not lead to performance improvement. Further analyses indicated that the proposed reflection strategy was less effective for individuals low in learning goal orientation, low in need for cognition, and low in personal importance as they engaged less in reflection. Together, these findings provide a theoretical basis for the future study of reflection in organizations and suggest a practical and cost-effective strategy for facilitating employee development after feedback in organizations.     

A covariance structure analysis of employees' response to performance feedback

This longitudinal study used D. R. Ilgen, C. D. Fisher, and M. S. Taylor's (1979) feedback process model as a theoretical framework to determine whether a sequential chain of cognitive variables mediates an individual's response to performance feedback. One hundred two employees were surveyed 2 weeks after their performance appraisal, and performance was assessed 11 months later at the end of the review cycle. Covariance structure analysis supported the convergent and discriminant validity of the constructs underlying the model and the constellation of structural relationships. A set of cognitive variables was found to completely mediate the relationship between an individual's receipt and response to feedback. Implications for the feedback process and future research are discussed.     

Generality of creativity across performance domains

The existence of general creative‐thinking skills was investigated. In the first study, 50 eighth‐grade students wrote poems, stories, mathematical equations, and mathematical word problems, all of which were rated for creativity by experts. When the effects of IQ reading achievement, and math achievement were controlled through multiple regression analyses, creativity scores on the four tasks were not correlated. This suggests that general creative‐thinking skills did not contribute to creative performance in these different tasks. Subjects also responded to a brief verbal fluency test. Scores on this test correlated significantly with story‐writing creativity (r = .34) but not with the other three tasks. Three follow‐up studies were conducted with second‐, fourth‐, and fifth‐grade students, and adults. These studies also produced no significant correlations among creativity ratings of various products.     

A feedback intervention to increase digital and paper checklist performance in technically advanced aircraft simulation

This study examined whether pilots operating a flight simulator completed digital or paper flight checklists more accurately after receiving postflight graphic and verbal feedback. The dependent variable was the number of checklist items completed correctly per flight. Following treatment, checklist completion with paper and digital checklists increased from 38% and 39%, respectively, to nearly 100% and remained close to 100% after feedback and praise for improvement were withdrawn. Performance was maintained at or near 100% during follow-up probes.     

Interpreting the uninterpretable: The effect of self-esteem on the interpretation of meaningless feedback

People often seek out and retain positive information about themselves via self-enhancement processes. Under other circumstances, they seek out and retain self-confirmatory information via self-verification processes. Research on both of these self-evaluation processes has been based heavily on domains such as social skills, in which people have a large database of prior information that presumably influences the way in which incoming self-relevant information is interpreted. In the present research, participants were asked to evaluate themselves on a set of imaginary "pseudotraits" to investigate how self-esteem influences the self-evaluation process when prior information is unavailable. Participants who had been identified through pre-testing as either high or low in self-esteem received false feedback on five pseudotraits (e.g., "casortic"), after which they evaluated the favorability of this feedback. High self-esteem participants tended to view their feedback as favorable, whereas low self-esteem participants did not.     

Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains

Although previous research has demonstrated that performance on visuospatial assessments can be enhanced through relevant experience, an unaddressed question is whether such experience also produces a similar increase in target domains (such as science learning) where visuospatial abilities are directly relevant for performance. In the present study, participants completed either spatial or nonspatial training via interaction with video games and were then asked to read and learn about the geologic topic of plate tectonics. Results replicate the benefit of playing appropriate video games in enhancing visuospatial performance and demonstrate that this facilitation also manifests itself in learning science topics that are visuospatial in nature. This novel result suggests that visuospatial training not only can impact performance on measures of spatial functioning, but also can affect performance in content areas in which these abilities are utilized.     

When change-oriented feedback enhances motivation,well-being and performance: A look at autonomy-supportive feedback in sport

ObjectivesChange-oriented feedback (aka negative feedback) serves two important functions: it motivates athletes and guides them towards performance improvement. However, it can also lead to negative consequences such as anxiety or a decrease in athletes' self-esteem and in the quality of the coach–athlete relationship. We propose that change-oriented feedback quality is key in predicting athletes' reaction to this type of feedback. Based on SDT, we further suggest that a high quality change-oriented feedback must be autonomy-supportive. To test this hypothesis, we first define and measure an autonomy-supportive change-oriented feedback. We then investigate the relative impact of change-oriented feedback's quantity and quality on athletes' phenomenological experiences and performance.MethodIn total, 340 athletes and 58 coaches participated in this study. Coaches and athletes filled out a questionnaire after a training session. HLM analyses were used to take into consideration the hierarchical structure of the data.ResultsHLM analyses first show that an autonomy-supportive change-oriented feedback is empathic, accompanied by choices of solutions, based on clear and attainable objectives known to athletes, avoids person-related statements, is paired with tips, and given in a considerate tone of voice. Results also show that feedback quality predicts athletes' outcomes above and beyond feedback quantity and coaches' other autonomy-supportive behaviours.ConclusionResults are discussed in light of their contribution to self-determination theory, the feedback literature and the improvement of coaches' training.     

Using performance feedback to enhance implementation fidelity of the problem-solving team process

Implementation integrity is a potentially critical issue for problem-solving teams (PST) and most response-to-intervention models. The current study hypothesized that providing performance feedback, which has consistently been shown to increase implementation integrity, to PSTs would enhance the procedural integrity of the process. The PSTs for three elementary schools were provided performance feedback with a 20-item checklist created from the literature. A multiple-baseline design across schools revealed an immediate change in level after providing performance feedback. The resulting percentages of non-overlapping data were 90.9%, 90.0%, and 100%. However, PSTs still did not monitor student progress, assess the effectiveness of the intervention, or measure the integrity with which the intervention was implemented even after receiving feedback. Thus, providing performance feedback could be a method to increase the fidelity with which critical components of data-based problem-solving are implemented, but these data suggest the need for additional research.     

Postidentification feedback affects subsequent eyewitness identification performance

Eyewitnesses sometimes view more than one lineup during an investigation. We investigated the effects of postidentification feedback following one lineup on responses to a second lineup. Witnesses (N=621) viewed a mock crime and, later, attempted to identify the culprit from an initial (target-absent) lineup and a second (target-present or target-absent) lineup. Prior to viewing the second lineup, some witnesses received accurate feedback stating that the initial lineup did not contain the culprit. A compound-decision, signal detection approach allowed the effects of feedback on identification responses to be described in terms of differences in discriminability and response bias. For witnesses who made an incorrect foil identification from the initial lineup, feedback (vs. no feedback) was associated with poorer discriminability on the second test. For witnesses who correctly rejected the initial lineup, feedback (vs. no feedback) was associated with greater discriminability on the second test. Only witnesses who received feedback after an initial correct rejection performed at a level comparable with a single-lineup control group, suggesting that an initial identification test can impair, but not enhance, performance on a second test involving the same culprit. From a theoretical perspective, the results are consistent with the idea that the way people use memorial information when making memory decisions is flexible. Analyses of preidentification confidence ratings, obtained in a follow-up study (N=133), suggested that the effects of feedback on identification performance may have operated via differences in witnesses' metacognitive beliefs.     

Responses to formal performance appraisal feedback: the role of negative affectivity

This study examined the effects of performance appraisal feedback on job and organizational attitudes of tellers (N = 329) in a large international bank. Negative affectivity moderated the link between favorable appraisal feedback and job attitudes. Among the higher rated performers, attitudes were improved 1 month after being notified of favorable appraisal results (Time 2). Improved attitudes persisted 6 months after the performance appraisal (Time 3) among tellers with low negative affectivity but not among those with high negative affectivity. Among the lower rated performers, mean levels of attitudes did not change significantly during the study.     

Self-esteem, performance feedback, and cardiovascular stress reactivity

This study sought to establish the impact of performance-related feedback on cardiovascular responses to stressors, and whether this impact is influenced by individual differences in self-esteem. A total of 66 college women were categorized as either high or low in self-esteem on the basis of their scores in a standardized psychometric test. They then took part in a laboratory experiment, in which they were assigned to one of three performance-feedback manipulations. Following the provision of feedback on an initial laboratory task (picture-matching), they undertook a second task (mental arithmetic). Cardiovascular functioning was monitored throughout. Provision of negative feedback to the initial task exerted an adverse impact on cardiovascular responses, suggestive of unhappiness with performance. Provision of positive feedback to the initial task exerted an impact on cardiovascular functioning during the second task, suggestive of task engagement. Importantly, low self-esteem exacerbated the adverse impact of negative feedback. The impact of feedback and the buffering role of self-esteem may have important consequences for cardiovascular health. Further, discrepancies in the findings of previous feedback research may be accounted for by dispositional individual differences.     

Self-esteem,performance feedback,and cardiovascular stress reactivity

Abstract

This study sought to establish the impact of performance-related feedback on cardiovascular responses to stressors, and whether this impact is influenced by individual differences in self-esteem. A total of 66 college women were categorized as either high or low in self-esteem on the basis of their scores in a standardized psychometric test. They then took part in a laboratory experiment, in which they were assigned to one of three performance-feedback manipulations. Following the provision of feedback on an initial laboratory task (picture-matching), they undertook a second task (mental arithmetic). Cardiovascular functioning was monitored throughout. Provision of negative feedback to the initial task exerted an adverse impact on cardiovascular responses, suggestive of unhappiness with performance. Provision of positive feedback to the initial task exerted an impact on cardiovascular functioning during the second task, suggestive of task engagement. Importantly, low self-esteem exacerbated the adverse impact of negative feedback. The impact of feedback and the buffering role of self-esteem may have important consequences for cardiovascular health. Further, discrepancies in the findings of previous feedback research may be accounted for by dispositional individual differences.     

Effects of immediacy of feedback on estimations and performance

We investigated the role of anticipation of feedback in performance and estimation about own performance. We submitted 155 participants to a test of verbal aptitude, and we requested them to give estimations of their own performance and the performance of other participants. There were two treatments: immediate feedback and delayed feedback. Participants in the immediate‐feedback group were informed that they would receive feedback on their performance immediately after finishing the test, whereas participants in the delayed‐feedback group were informed that they would receive feedback a week after taking the test. The immediate‐feedback group performed better than the delayed‐feedback group. Furthermore, the former underestimated their own performance. On the other hand, participants on the delayed‐feedback group made unbiased estimations. We present a mathematical model based on construal‐level theory, decision affect theory, temporal discounting, and Moore and Healy's model of overestimation. The model suggests that the source of differences in performance and in estimations of own performance is a construal of the feedback situation that modifies the expected utility of the task.