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Differences in Task Performance as a Function of Type of Feedback: Learning‐Oriented Versus Performance‐Oriented Feedback 1
Author(s) -
Johnson Debra Steele,
Perlow Richard,
Pieper Kalen F.
Publication year - 1993
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.1993.tb01089.x
Subject(s) - moderation , psychology , task (project management) , negative feedback , dimension (graph theory) , cognitive psychology , social psychology , physics , mathematics , management , quantum mechanics , voltage , pure mathematics , economics
A laboratory study was conducted to examine the effects of learning‐oriented versus performance‐oriented feedback of 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.