Emotional responses to objective and normative performance feedback |
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| Affiliation: | 1. College of Mathematics and Physics, Huanggang Normal University, Hubei 438000, China;2. Institute of Systems Engineering, Tianjin University, Tianjin 300072, China;1. Radiological Physics & Advisory Division, Bhabha Atomic Research Centre Mumbai, India;2. Thakur College of Engineering and Technology, Mumbai, India;3. Vels Institute of Science, Technology & Advanced Studies, Chennai, Tamil Nadu, India;1. Behavioral Neurology Unit, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, MD, USA;2. Center for Neuroscience and Regenerative Medicine, Uniformed Services University of the Health Sciences and the Henry M. Jackson Foundation, USA |
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| Abstract: | 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. |
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