DIFFERENCES IN TASK-PERFORMANCE AS A FUNCTION OF TYPE OF FEEDBACK - LEARNING-ORIENTED VERSUS PERFORMANCE-ORIENTED FEEDBACK

被引：23

作者：

JOHNSON, DS ^{[1
]}

PERLOW, R ^{[1
]}

PIEPER, KF ^{[1
]}

机构：

[1] AUBURN UNIV,AUBURN,AL 36849

来源：

JOURNAL OF APPLIED SOCIAL PSYCHOLOGY | 1993年 / 23卷 / 04期

关键词：

D O I：

10.1111/j.1559-1816.1993.tb01089.x

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

A laboratory study was conducted to examine the effects of learning-oriented versus performance-oriented feedback on task performance. The research also examined the role of self-efficacy as a moderator. Subjects were college students participating for course credit. The task involved using a computerized simulation of the Space Shuttle's Remote Manipulation System (RMS). Results provided evidence of the beneficial effects of learning-oriented feedback on performance for the performance dimension addressed in the feedback. Results also provided evidence that self-efficacy moderates the effects of feedback type (learning-oriented versus performance-oriented) on the performance dimension addressed in the feedback. Results are discussed in terms of the cuing and directional functions of feedback and the processes through which feedback influences performance.

引用

页码：303 / 320

页数：18

共 21 条

[1] ACHIEVEMENT GOALS IN THE CLASSROOM - STUDENTS LEARNING-STRATEGIES AND MOTIVATION PROCESSES [J].