In a longitudinal study, the authors examined the role of students' rate of progress, or velocity, in goal-striving over one semester of a college-level Introductory Psychology course. At both mid-course and near end-of-course time periods, results demonstrated that velocity uniquely contributed to the prediction of students' performance satisfaction, mental focus, and goal revision, above and beyond the influence of performance-goal discrepancies and ability. Specifically, velocity demonstrated main effects on performance satisfaction and mental focus. Velocity significantly interacted with goal importance in the prediction of goal revision. The authors call for increased attention to the role of velocity in self-regulation.a pps_409 495..514Dans une étude longitudinale, les auteurs examinent le rôle du taux de progrès des étudiants ou leur rapidité à atteindre des buts sur un semestre pour un cours d'introduction à la psychologie en faculté. Deux mesures ont été faites: l'une à la moitié du semestre et l'autre à la fin de ce même semestre. Les résultats montrent que uniquement la rapidité contribue à prédire la satisfaction de la performance des étudiants, la concentration, et la révision de l'objectif quels que soient les écarts entre le but de la performance et les capacités. Plus spécifiquement, la rapidité a des effets importants sur la satisfaction de la performance et la concentration. La rapidité interagit significativement avec l'importance des buts dans le cas où l'on envisage leur révision. Les auteurs soulignent le rôle de la rapidité sur l'auto-régulation.

In the current study, we examined the interactive effects of feedback type and sign on feedback-seeking behaviour, as well as the moderating role of regulatory focus. Using a behavioural measure of feedback seeking, we demonstrated a strong interaction between feedback type and sign, such that individuals subsequently sought the most feedback after they were provided with negative process feedback. Additionally, results suggested that an individual's chronic regulatory focus has implications for his or her feedback seeking behaviour. Overall, our results emphasised the value of negative process feedback, which arguably provides the most diagnostic information for behaviour adjustment and performance improvement.Research and everyday experience demonstrate the value of feedback in helping individuals gain insight into the effectiveness or shortcomings of their performance -in the workplace, the classroom, or even on the ballfield. Despite the valuable information that can be provided through feedback, research has found variable effects of feedback on subsequent performance and motivation (e.g., Kluger & DeNisi, 1996). Individuals actively seek feedback that can guide them to better performance; developing a better understanding as to why people seek positive or negative feedback is important to delineate feedback's motivational effects. A number of researchers have introduced theories regarding the role of feedback sign (i.e., positive or negative feedback), yet this research as a whole has provided inconsistent conclusions (Kluger & DeNisi, 1996). Overall, further research is needed to enhance our understanding of the role that feedback sign plays in feedback seeking (VandeWalle, 2003).Taking feedback type into consideration may offer additional insights on the effect of feedback sign. Whereas outcome feedback merely provides gen-

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