Differences in Task Performance as a Function of Type of Feedback: Learning-Oriented Versus Performance-Oriented Feedback1

A laboratory study was conducted to examine the effects of learning-oriented versus performance-oriented feedback of task performance. The research also examined the role of self-efficacy as a moderator. Subjects were college students participating for course credit. The task involved using a computerized simulation of the Space Shuttle's Remote Manipulation System (RMS). Results provided evidence of the beneficial effects of learning-oriented feedback on performance for the performance dimension addressed in the feedback. Results also provided evidence that self-efficacy moderates the effects of feedback type (learning-oriented versus performance-oriented) on the performance dimension addressed in the feedback. Results are discussed in terms of the cuing and directional functions of feedback and the processes through which feedback influences performance.