The influence of performance feedback on goal-setting and mental effort regulation

2009 ◽  
Vol 33 (1) ◽  
pp. 63-74 ◽  
Author(s):  
Louise Venables ◽  
Stephen H. Fairclough
2016 ◽  
Vol 38 (4) ◽  
pp. 206-218
Author(s):  
Abbie Olszewski ◽  
Anna Panorska ◽  
Sandra Laing Gillam

Adolescents’ verbal and nonverbal communication skills were compared before and after training in a workforce readiness training program, Language for Scholars (LFS), and a study skills program, Ideal Student Workshop (ISW). A cross-over design was used, ensuring that 44 adolescents received both programs and acted as their own control. The LFS program incorporated aspects of modeling, operationalized behaviors, performance, feedback, and self-regulatory goal setting. The active comparison ISW program taught study skill strategies. Adolescents participated in three interviews before (Pretest) and after both programs (Posttest 1, Posttest 2). Findings revealed that both adolescents’ verbal and nonverbal communication skills improved significantly immediately after completion of the LFS program only at Posttest 1 and Posttest 2. However, only nonverbal communication skills improved at Posttest 1 when comparing results between LFS and ISW. Findings suggest that both programs yielded some positive outcomes for adolescents.


1998 ◽  
Vol 86 (3) ◽  
pp. 1035-1041 ◽  
Author(s):  
Yannis Theodorakis ◽  
Kostas Laparidis ◽  
Efthimis Kioumourtzoglou ◽  
Marios Goudas

A laboratory experiment was conducted ( N = 40 subjects) to examine whether goal setting would be associated with reduced heart rate on an endurance task. Participants performed an endurance task on an ergometer bicycle. One week later when participants performed the task again half of them set a specific personal goal for an increase in performance. Analysis indicated that subjects who set a goal showed significant improvement in comparison with the control group. Moreover, subjects in the goal group had a significantly lower mean heart rate during the test and had a higher mean heart rate at the end of the test than on the first trial. Results are discussed in terms of combining cognitive and physiological explanations for the beneficial effects of goal setting on performance.


2021 ◽  
pp. 105345122110326
Author(s):  
Jenlyn Furey ◽  
Susan M. Loftus-Rattan

Academic progress monitoring is essential when implementing individualized education programs for students with learning disabilities and more generally in a multi-tiered system of supports framework. Although students are progress-monitored frequently in schools today, they often are not actively involved in this practice. Research has shown that actively involving students in progress monitoring through performance feedback and goal setting can lead to improved academic and motivational outcomes. This column describes a progress-monitoring performance feedback and goal-setting routine that supplements typical academic progress monitoring practices. The ways in which the routine aligns with evidence-based practices to improve student outcomes in reading, writing, mathematics, and academic motivation are discussed. Step-by-step guidance, examples, and resources are provided to support practitioner implementation. Resources for evaluating outcomes are described.


2021 ◽  
Vol 16 (2) ◽  
pp. 151-161
Author(s):  
Azian Abd Ghani ◽  
Zainuddin Zakaria ◽  
Siti Najihah Amir Hamzah

Workplace now, workplace then, the new normal is a conceptual paper written to enlightened how organizations monitor employees' work performance from home as versus working in the office as a result of the Covid-19 pandemic. The objective of this article was to determine how organizations are able to measure the performance of their employees when they are working from home. Secondly, to evaluate how organizations are able to monitor virtual workload as versus traditional workload.  And finally, through scrutinizing the new workplace normal articles, the author derived the third objective which is to determine how the employees balanced their work and family disputes during the Covid 19 pandemic. Several related articles were scrutinized to demonstrate the current workplace scenario as opposed to the traditional practices.  At the end of the article, we proposed monitoring measures and how employees' performance can be improved during the Covid19 pandemic. Flexibility in goal setting, teamwork, and regular performance feedback will psychologically lead to positivity in work performance. Whilst, social support, job autonomy, workload, and monitoring would reduce employees' procrastination in carrying out their virtual workload.  And finally, a 360° social support, flexible schedule, mental therapy, and boundary management able to overcome work and mental stress thus create a healthy working environment.


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