The Effects of Withdrawing Performance Feedback and Social Comparison Cues on Self and Other Performance Expectations

1982 ◽  
Vol 7 (2) ◽  
pp. 181 ◽  
Author(s):  
W. David Pierce ◽  
Mary Sharon
Keyword(s):  
Social Comparison ◽  
Performance Feedback ◽  
Performance Expectations ◽  
Self And Other

Self-confidence and Motor Performance of Preadolescent Boys and Girls Studied in Different Feedback Situations

1981 ◽  
Vol 3 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Charles B. Corbin ◽  
Michael J. Stewart ◽  
William O. Blair
Keyword(s):  
Social Comparison ◽  
Performance Feedback ◽  
Motor Performance ◽  
Situational Factors ◽  
The Self ◽  
Young Females ◽  
Self Confidence ◽  
Comparison Results ◽  
Two Factors ◽  
Sex Orientation

Lenney (1977) suggests that three situational factors are likely to affect the self-confidence of females in achievement situations. These factors are the sex orientation of the task, social comparison, and the need for performance feedback. In this study, 40 children, 20 of each sex, were studied to determine if the self-confidence of young females in their motor performance abilities was affected by Lenney's third situational variable, performance feedback. Presumably, females need feedback about their performance if they are to attain and/or maintain adequate self-confidence levels. The experiment was designed to control the first two factors: sex orientation of the task and social comparison. Results indicated that when performing a task perceived to be “neutral” in sex orientation in a noncompetitive, noncomparative environment, the self-confidence of young girls did not differ from young boys. In the absence of Lenney's (1977) first two factors, girls did not seem to lack self-confidence nor did they seem to be more dependent on performance feedback than boys.

scholarly journals How Depressive Symptoms Hinder Positive Information Processing: An Experimental Study on the Interplay of Cognitive Immunisation and Negative Mood in the Context of Expectation Adjustment

2020 ◽  
Author(s):  
Tobias Kube ◽  
Julia Anna Glombiewski
Keyword(s):  
Information Processing ◽  
Depressive Symptoms ◽  
Performance Feedback ◽  
Mood Induction ◽  
Negative Mood ◽  
Performance Expectations ◽  
Positive Information ◽  
Student Sample ◽  
Positive Performance ◽  
Positive Experiences

Abstract Background People with depression maintain negative expectations despite disconfirming positive experiences by reappraising or discarding novel positive information, referred to as “cognitive immunisation”. A second body of literature suggests that negative mood can negatively affect information processing. Bridging these two lines of research, the present study examined the interplay of cognitive immunisation and negative mood in the context of expectation modification. Methods In a student sample (N = 152), we used a well-established experimental paradigm to examine the adjustment of performance expectations in response to positive performance feedback, and its relation to depressive symptoms. In a 2 × 2 design, participants received either a negative mood induction, a cognitive immunisation manipulation, both, or no further manipulation. Results Participants from all experimental groups revised their previous expectations significantly in line with positive performance feedback. However, depressive symptoms were a negative predictor of expectation adjustment, and a moderation analysis indicated that this effect was particularly pronounced if participants underwent the negative mood induction. Conclusions Consistent with previous work, depressive symptoms were associated with a reduced ability to integrate positive information. Furthermore, our results suggest that the activation of negative mood in people with elevated levels of depression may hamper learning from new positive experience.

Effects of Leadership Status and Performance Feedback on Self and other Attributions and Task Performance

1986 ◽  
Vol 59 (2) ◽  
pp. 999-1006 ◽  
Author(s):  
Thomas Li-Ping Tang ◽  
Theresa Li-Na Tang
Keyword(s):  
Social Context ◽  
Task Performance ◽  
Laboratory Study ◽  
Performance Feedback ◽  
Field Work ◽  
Attributions Of Responsibility ◽  
Self And Other ◽  
And Performance ◽  
And Task

Subjects' attributions of self and others were examined as a function of leadership status (supervisor vs subordinate) and feedback on performance (positive, negative, or no feedback). Each group had one supervisor and two subordinates (one confederate and one subordinate-subject). Bogus performance feedback was given to each group at random. In their attribution of success, subjects rated confederates as having more success on the task than themselves, so they presented themselves modestly in a social context. Supervisors assigned much less responsibility to themselves than to confederates and subordinates. However, subordinates' attributions of responsibility for self and others were not significantly different. Supervisors and subordinates performed equally well on “quantity” of performance, yet the former were able to maintain a significantly better “qualify” of performance than the latter. Generalization from a laboratory study to actual work situations is not appropriate until justified by appropriate field work.

How depressive symptoms hinder positive information processing – An experimental study on the interplay of cognitive immunisation and negative mood in the context of expectation update.

2020 ◽  
Author(s):  
Tobias Kube ◽  
Julia Glombiewski
Keyword(s):  
Information Processing ◽  
Depressive Symptoms ◽  
Performance Feedback ◽  
Mood Induction ◽  
Negative Mood ◽  
Performance Expectations ◽  
Positive Information ◽  
Student Sample ◽  
Positive Performance ◽  
Positive Experiences

Background: People with depression maintain negative expectations despite disconfirming positive experiences by reappraising or discarding novel positive information, referred to as “cognitive immunisation”. A second body of literature suggests that negative mood can negatively affect information processing. Bridging these two lines of research, the present study examined the interplay of cognitive immunisation and negative mood in the context of expectation update.Methods: In a student sample (N = 152), we used a well-established experimental paradigm to examine the update of performance expectations in response to positive performance feedback, and its relation to depressive symptoms. In a 2x2 design, participants received either a negative mood induction, a cognitive immunisation manipulation, both, or no further manipulation.Results: Participants from all experimental groups updated their previous expectations significantly in line with positive performance feedback. However, depressive symptoms were a negative predictor of expectation update, and a moderation analysis indicated that this effect was particularly pronounced if participants underwent the negative mood induction. Conclusions: Consistent with previous work, depressive symptoms were related to reduced integration of positive information. Furthermore, our results suggest that in people with elevated levels of depression, the activation of negative mood can hamper learning from new positive experience.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

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.

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