scholarly journals Performance feedback in a group contest: A field experiment on electricity conservation

2021 ◽  
Author(s):  
Chia‐Wen Chen ◽  
Josie I. Chen ◽  
Min‐Jen Lin
Keyword(s):  
Field Experiment ◽  
Performance Feedback ◽  
Group Contest ◽  
Electricity Conservation

scholarly journals In absence of money: a field experiment on volunteer work motivation

2020 ◽  
Author(s):  
Vanessa Mertins ◽  
Christian Walter
Keyword(s):  
Field Experiment ◽  
Performance Feedback ◽  
Work Motivation ◽  
Individual Performance ◽  
Non Profit ◽  
Natural Field Experiment ◽  
Greeting Cards ◽  
Critical Resource ◽  
Work Done ◽  
Positive Effect

Abstract Although volunteers are a critical resource for non-profit organizations, little is known about how best to motivate them to work. A non-profit organization asked episodic volunteers to produce handmade greeting cards to sell at a fundraising event. By running a natural field experiment, we study the effect of motivating these volunteers through (a) the opportunity to vote on how the money that was raised would be spent and (b) the prospect of individual performance feedback. We find an economically and statistically significant positive effect of both tools on the quantity of work done, while the quality is mostly unaffected. Moreover, we observe significant gender differences in responsiveness to the treatments. While the prospect for feedback is more motivating to men, women respond more strongly to the opportunity to decide how the money would be spent. Empowerment seems to be a simple way to increase engagement for people with low enjoyment.

Motivating Low Performers with Input-based Relative Performance Feedback: Evidence From a Field Experiment

2021 ◽  
Author(s):  
Rainer Michael Rilke ◽  
Victor van Pelt ◽  
Sebastian Lehnen ◽  
Christina Guenther
Keyword(s):  
Field Experiment ◽  
Performance Feedback ◽  
Relative Performance

scholarly journals What You Don’t Know…Can’t Hurt You? A Natural Field Experiment on Relative Performance Feedback in Higher Education

2019 ◽  
Vol 65 (8) ◽  
pp. 3714-3736 ◽  
Author(s):  
Ghazala Azmat ◽  
Manuel Bagues ◽  
Antonio Cabrales ◽  
Nagore Iriberri
Keyword(s):  
Field Experiment ◽  
Performance Feedback ◽  
Good News ◽  
Prior Beliefs ◽  
Grade Point ◽  
Natural Field ◽  
Grade Distribution ◽  
Natural Field Experiment ◽  
Performance Effects ◽  
Negative Effect

This paper studies the effect of providing feedback to college students on their position in the grade distribution by using a natural field experiment. This information was updated every six months during a three-year period. We find that greater grades transparency decreases educational performance, as measured by the number of examinations passed and grade point average (GPA). However, self-reported satisfaction, as measured by surveys conducted after feedback is provided but before students take their examinations, increases. We provide a theoretical framework to understand these results, focusing on the role of prior beliefs and using out-of-trial surveys to test the model. In the absence of treatment, a majority of students underestimate their position in the grade distribution, suggesting that the updated information is “good news” for many students. Moreover, the negative effect on performance is driven by those students who underestimate their position in the absence of feedback. Students who overestimate initially their position, if anything, respond positively. The performance effects are short lived—by the time students graduate, they have similar accumulated GPA and graduation rates. This paper was accepted by John List, behavioral economics.

scholarly journals What You Don't Know... Can't Hurt You? A Field Experiment on Relative Performance Feedback in Higher Education

2016 ◽  
Author(s):  
Ghazala Azmat ◽  
Manuel F. Bagues ◽  
Antonio Cabrales ◽  
Nagore Iriberri
Keyword(s):  
Higher Education ◽  
Field Experiment ◽  
Performance Feedback ◽  
Relative Performance

Electricity Conservation Campaigns and High Consumption Appliances - A Field Experiment on Feedback, Goal Setting and Incentives

2021 ◽  
Author(s):  
Natalia Borzino ◽  
Kathrin Schmitt ◽  
Jan Schmitz ◽  
Renate Schubert ◽  
Verena Tiefenbeck
Keyword(s):  
Field Experiment ◽  
Goal Setting ◽  
High Consumption ◽  
Electricity Conservation

I Like Myself, I Really Do (at Least Right Now)

2020 ◽  
Vol 36 (1) ◽  
pp. 196-206 ◽  
Author(s):  
Almut Rudolph ◽  
Michela Schröder-Abé ◽  
Astrid Schütz
Keyword(s):  
Construct Validity ◽  
Performance Feedback ◽  
Repeated Measures ◽  
Temporal Stability ◽  
Social Feedback ◽  
Student Sample ◽  
Empirically Supported ◽  
Good Internal Consistency ◽  
And Performance ◽  
Induced Changes

Abstract. In five studies, we evaluated the psychometric properties of a revised German version of the State Self-Esteem Scale (SSES; Heatherton & Polivy, 1991 ). In Study 1, the results of a confirmatory factor analysis on the original scale revealed poor model fit and poor construct validity in a student sample that resembled those in the literature; thus, a revised 15-item version was developed (i.e., the SSES-R) and thoroughly validated. Study 2 showed a valid three-factor structure (Performance, Social, and Appearance) and good internal consistency of the SSES-R. Correlations between subscales of trait and state SE empirically supported the scale’s construct validity. Temporal stability and intrapersonal sensitivity of the scale to naturally occurring events were investigated in Study 3. Intrapersonal sensitivity of the scale to experimentally induced changes in state SE was uncovered in Study 4 via social feedback (acceptance vs. rejection) and performance feedback (positive vs. negative). In Study 5, the scale’s interpersonal sensitivity was confirmed by comparing depressed and healthy individuals. Finally, the usefulness of the SSES-R was demonstrated by assessing SE instability as calculated from repeated measures of state SE.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

Gender Differences in the Recall of Performance Feedback

2000 ◽  
Author(s):  
Sylvia Beyer ◽  
Kelly Langenfeld
Keyword(s):  
Gender Differences ◽  
Performance Feedback
Sign in / Sign up

Export Citation Format

Share Document