scholarly journals To err again is human: exploring a bidirectional relationship between pressure and performance failure feedback

2019 ◽  
Vol 32 (6) ◽  
pp. 670-678
Author(s):  
David J. Harris ◽  
Samuel J. Vine ◽  
Michael W. Eysenck ◽  
Mark R. Wilson
1999 ◽  
Vol 13 (1) ◽  
pp. 69-82 ◽  
Author(s):  
Iris Orbach ◽  
Robert Singer ◽  
Sarah Price

This study aimed to investigate the influence of an attribution training program for learners who attribute their sport performance to dysfunctional attributions. Participants were 35 college beginner tennis players who were oriented to attribute their performance in a tennis skill task to controllable, unstable factors; uncontrollable, stable factors; or no specific factors. Participants received fictitious failure feedback over 10 trial blocks administered during four sessions. Dependent variables included attributions, expectations, emotions, persistence, and performance. MANOVA analyses revealed that it is possible to modify attributions in regard to a tennis performance task. More importantly, the new attributions were consistent up to 3 weeks postintervention and were generalized to a different tennis task. In addition, participants who changed their attributions to more functional ones had higher expectations for future success and experienced positive emotions.


2003 ◽  
Vol 17 (6) ◽  
pp. 465-478 ◽  
Author(s):  
Tanja S. Stucke

The study examined the relationship between narcissism, performance attributions, and negative emotions following success or failure. As expected, narcissistic individuals showed more self‐serving attributions for their performance in an intelligence test than less narcissistic individuals: compared with less narcissistic individuals, narcissists revealed a stronger tendency to attribute success to ability and failure to task difficulty. In contrast to this, less narcissistic participants tended to show the opposite pattern by ascribing failure, but not success, to their ability. Additionally, anger and depression could be predicted by an interaction of performance feedback and performance attributions. Mediation analyses revealed that the attribution dimensions ‘task difficulty’ and ‘ability’ mediated the effect of narcissism on anger and depression following failure feedback. The results provide support for the theoretical assumption that attributional processes might, at least to some extent, explain the often reported relation between narcissism and negative emotions following failure. Copyright © 2003 John Wiley & Sons, Ltd.


1983 ◽  
Vol 56 (3) ◽  
pp. 901-902 ◽  
Author(s):  
L. R. McCaughan

Groups of male high school students ( N = 420) classified as high and low need achievers by the Mehrabian scale used a lever-positioning task to determine performance differences. Success and failure feedback was administered after successive blocks of trials, and both attribution and expectancy data were collected. No differences were found between the motive groups for performance, attribution or expectancy. However, success/failure feedback did produce significant differences for attribution and expectancy, evidence for a situational rather than dispositional effect.


1982 ◽  
Vol 10 (2) ◽  
pp. 151-156 ◽  
Author(s):  
Jayne E. Stake

Reactions of low, medium, and high self-esteem subjects to positive and negative feedback were explored in two studies of college undergraduates. Results indicated that feedback variables may be categorized along a continuum that includes affectively and cognitively mediated variables. Mood and satisfaction ratings were related to feedback and not to self-esteem level; attribution following failure feedback, source accuracy ratings, and performance improvement were related in some respects to both feedback and self-esteem level. Also, task importance ratings related to feedback and not to self-esteem, and changes in self-evaluations were unrelated to feedback or self-esteem.


Author(s):  
Sergeja Slapničar ◽  
Karla Oblak ◽  
Mina Ličen

Successful employee engagement in cognitively challenging tasks is a driving force of performance in modern organizations. Research has shown that performance feedback can be a powerful management control tool to stimulate engagement in such tasks; however, little is known about how individuals with different achievement motive respond to it. This paper examines the main and interactive effects of achievement motive and performance feedback on engagement in tasks that become progressively more challenging. We designed a within-subject experiment deploying an increasingly difficult cognitive task. We find that feedback is a key determinant of engagement in challenging tasks, as the main effect and in the interaction with achievement motive. Failure feedback discourages individuals with low achievement motive more than those with high achievement motive. Success feedback strongly encourages individuals to engage in a challenging task and levels out differences in achievement motive.


1989 ◽  
Vol 5 (2) ◽  
pp. 199-212 ◽  
Author(s):  
Barbara Burns ◽  
Alison Hagerman

The effects of LOGO programming experiences on children's ideas of themselves as learners were examined. Two measures of children's ideas about themselves as learners, the Intellectual Achievement Responsibility (IAR) Scale and performance on an attention task after noncontingent success and failure feedback, were employed with third-grade children before and after four and a half months of LOGO computer programming experiences. The selection of these measures was based on previous work by Carol Dweck and her colleagues on achievement motivation. The control group received computer programming experience, which in contrast to LOGO, did not emphasize the decomposition of complex problems or the recognition of errors as a natural part of problem-solving. As predicted, the children who received LOGO experience showed significant increases on the IAR scale (i.e., increases in internal locus-of-control) and a differential pattern of responding after noncontingent success feedback as compared to the control group. No differences existed between the two groups on noncontingent failure feedback. Results support our proposal that particular qualities of LOGO can increase incremental or mastery-oriented thinking in young children.


2021 ◽  
Vol 8 ◽  
Author(s):  
Matthieu Clauss ◽  
Philippe Gérard ◽  
Alexis Mosca ◽  
Marion Leclerc

Gut microbiota and exercise have recently been shown to be interconnected. Both moderate and intense exercise are typically part of the training regimen of endurance athletes, but they exert different effects on health. Moderate exercise has positive effects on the health of average athletes, such as a reduction in inflammation and intestinal permeability and an improvement in body composition. It also induces positive changes in the gut microbiota composition and in the microbial metabolites produced in the gastrointestinal tract. Conversely, intense exercise can increase gastrointestinal epithelial wall permeability and diminish gut mucus thickness, potentially enabling pathogens to enter the bloodstream. This, in turn, may contribute to the increase in inflammation levels. However, elite athletes seem to have a higher gut microbial diversity, shifted toward bacterial species involved in amino acid biosynthesis and carbohydrate/fiber metabolism, consequently producing key metabolites such as short-chain fatty acids. Moreover, rodent studies have highlighted a bidirectional relationship, with exercise impacting the gut microbiota composition while the microbiota may influence performance. The present review focuses on gut microbiota and endurance sports and how this interconnection depends upon exercise intensity and training. After pointing out the limits of the studies so far available, we suggest that taking into account the microbiota composition and its metabolic contribution to human host health could help in monitoring and modulating athletes' health and performance. Such an integrated approach should help in the design of microbiome-based solutions for health or performance.


2015 ◽  
Vol 12 (4) ◽  
pp. 103-116
Author(s):  
Odhiambo Luther Otieno ◽  
Sam Ngwenya

Capital structure decisions are common across firms, yet capital structure theories lack a consensus on how much of debt capital firms should use to finance their operations. The main objective of this study was to investigate the bi-directional relationship between capital structure and financial performance of firms listed on the NSE. The study used canonical correlation technique to determine the bi-directional relationship between capital structure and performance. The result revealed that dominant capital structure indicator to be used in an analysis to predict performance is the total debt to the total asset ratio. In the case of performance, the two variables that relate to capital structure are book value to market value ratio and asset turnover ratio. The results support the conclusion that a bidirectional relationship exists between capital structure and debt capital.


2004 ◽  
Vol 15 (5) ◽  
pp. 663-686 ◽  
Author(s):  
Blaine Gaddis ◽  
Shane Connelly ◽  
Michael D. Mumford

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