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The effects of manipulating feedback upon children's motives and performance: A propositional statement and empirical evaluation
Author(s) -
McClintock Charles G.,
Van Avermaet Eddy
Publication year - 1975
Publication title -
behavioral science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.371
H-Index - 45
eISSN - 1099-1743
pISSN - 0005-7940
DOI - 10.1002/bs.3830200203
Subject(s) - psychology , statement (logic) , arousal , set (abstract data type) , cognitive psychology , simple (philosophy) , function (biology) , social psychology , computer science , epistemology , evolutionary biology , philosophy , biology , programming language
Abstract A propositional structure is set forth that considers: (1) the role of various forms of feedback in eliciting differing motivational orientations toward performance in tasks that reflect ability; (2) the strength of arousal associated with these various motivational orientations as a function of repeated feedback and the age of the performer; and (3) the impact of differing strengths of arousal upon the performance of simple and complex tasks. On the basis of this propositional statement, a series of hypotheses are formulated and tested concerning predicted effects of various forms of feedback upon second, fourth and sixth grade Flemish boys performing simple and complex tasks in a classroom setting. In general, the results are consistent with predictions that the strength of competitive motives, induced by own and other performance feedback, as compared to individualistic motives induced by own feedback and a control condition of no feedback, increase both as a function of trials and the age of the performer, and that these increases in arousal lead to higher levels of performance in simple, but not complex tasks.