Performance Feedback Effects Under Varying Conditions of Goals, Feedback Type, and Choice PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Performance Feedback Effects Under Varying Conditions of Goals, Feedback Type, and Choice PDF full book. Access full book title Performance Feedback Effects Under Varying Conditions of Goals, Feedback Type, and Choice by D. R. Ilgen. Download full books in PDF and EPUB format.
Author: D. R. Ilgen Publisher: ISBN: Category : Languages : en Pages : 47
Book Description
Three studies were conducted to investigate the effects of goal setting and feedback on quality and quantity performance dimensions of a task. The purpose of the research was to: (1) demonstrate the interactive effect of goals and feedback on performance, (2) investigate the effects of different types of feedback on motivation and learning in the presence of goals, and (3) explore the effects on motivation, learning and performance variables on allowing individuals the freedom to choose to receive feedback. In all three experiments, subjects used a microcomputer to respond to a proofreading task. The results indicated that goal setting and feedback do interact to affect performance and that the cognitive processes involved in the interaction are more likely to be strategy-oriented rather than motivational. (Author).
Author: D. R. Ilgen Publisher: ISBN: Category : Languages : en Pages : 47
Book Description
Three studies were conducted to investigate the effects of goal setting and feedback on quality and quantity performance dimensions of a task. The purpose of the research was to: (1) demonstrate the interactive effect of goals and feedback on performance, (2) investigate the effects of different types of feedback on motivation and learning in the presence of goals, and (3) explore the effects on motivation, learning and performance variables on allowing individuals the freedom to choose to receive feedback. In all three experiments, subjects used a microcomputer to respond to a proofreading task. The results indicated that goal setting and feedback do interact to affect performance and that the cognitive processes involved in the interaction are more likely to be strategy-oriented rather than motivational. (Author).
Author: Kathryn Mary Roose Publisher: ISBN: Category : Electronic books Languages : en Pages : 194
Book Description
In 1968, the first cohesive theory on goal setting proposed that difficult goals produce higher levels of performance than easy goals and that specific goals produce a higher level of performance than "do your best" goals. Whereas over 40 years of research supports this theory, there has been some discrepancy regarding the use of very high goals. This study was designed to examine the effects on performance of different levels of performance improvement goals and two different types of feedback, as feedback is often used in conjunction with goal setting. In Study 1, a 2x2 factorial design examined the effects of a 150% performance improvement goal and a 200% performance improvement goal, as well as two types of feedback. One feedback showed the participants their progress towards the goal as a percent, while the other showed the participants their progress towards the goals as a percent, plus what percent of the goal they should have completed by that point in the session in order to meet the goal by the end of the session. In Study 2, a single subject design was used, with half of the experimental participants being given a performance goal of a 150% improvement over baseline, and the other half being given a 175% increase over baseline performance goal. Participants were given the same two types of feedback as the participants in Study 1, counterbalanced across the first and second experimental conditions, and then given a choice between the two types of feedback for a final condition. Results indicate that lower goals produced higher increases in performance than higher goals, and that lower goals produced increases in accuracy, while the higher goals produced decreases in accuracy. However, the participants with the higher goal worked longer, by use of the Start Over button. In addition, feedback during performance that made clear the discrepancy between a participant's current performance and performance necessary to reach the goal produced higher increases in responding and very slightly higher accuracy than feedback that only provided a record of correct responses and percent of goal completion. However, the participants that received feedback only on percent of goal completion worked longer, by use of the Start Over button.
Author: Publisher: ISBN: Category : Aviation medicine Languages : en Pages : 1120
Book Description
A selection of annotated references to unclassified reports and journal articles that were introduced into the NASA scientific and technical information system and announced in Scientific and technical aerospace reports (STAR) and International aerospace abstracts (IAA).
Author: E. Wayne Hart Publisher: John Wiley & Sons ISBN: 111835298X Category : Business & Economics Languages : en Pages : 34
Book Description
Performance reviews vary from one organization to the next. This guidebook will help you understand how to use feedback in whatever performance review context you find yourself. It explains three feedback principles and four different types of feedback. It will help you understand when to use the different types of feedback and how to frame a complete feedback message, making it more likely that your feedback will be well received. The rest is practice.
Author: Yamamoto, Junko Publisher: IGI Global ISBN: 161520900X Category : Computers Languages : en Pages : 390
Book Description
"This book presents international authors, who are teacher educators, and their best practices in their environments, discussing topics such as the online learning environment, multimedia learning tools, inter-institutional collaboration, assessment and accreditation, and the effective use of Web 2.0 in classrooms"--Provided by publisher.
Author: Esther Dominique Klein Publisher: Waxmann Verlag ISBN: 3830979002 Category : Education Languages : en Pages : 401
Book Description
In the context of outcomes-based school governance, statewide exit exams are often expected to have a positive effect on student achievements if schools and teachers use the performance feedback from the exams for school, instructional, and professional development. However, very little is known about whether the exams are used for development at all and how this is affected by factors in the exam system and organizational aspects of schools. In a comparison of Finland, Ireland, and the Netherlands, the study therefore investigates how different exam systems and their functions, the conditions at school level, and the use of the exams for school and classroom development are associated. The study uses expert interviews and a questionnaire survey with principals and teachers. The role statewide exit exams can play in education systems is analyzed from a governance perspective and a school development perspective and discussed with an international comparative view. Esther Dominique Klein, born in 1982, Dr. phil., is research assistant at the Faculty of Educational Sciences of the University of Duisburg-Essen. Her main research interests lie in the areas of school system and school development research and international comparative education.
Author: D. R. Ilgen
Author: D. R. Ilgen
Author: 
Author: Spencer Lee Tower
Author: Kathryn Mary Roose
Author: 
Author: 
Author: E. Wayne Hart
Author: Yamamoto, Junko
Author: 
Author: Esther Dominique Klein