How Positive and Negative Feedback Motivate Goal Pursuit

Fishbach, Ayelet; Eyal, Tal; Finkelstein, Stacey R.

doi:10.1111/j.1751-9004.2010.00285.x

Cited by 218 publications

(153 citation statements)

References 42 publications

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“…This latter finding—that people at higher risk have lower intentions to do such things as quit smoking, exercise, and eat well in the next 30 days—may reflect that those at lower risk may already be engaging in those behaviors and thus can easily indicate higher intentions toward such behaviors in the next 30 days. It also aligns with findings about how negative feedback can discourage people, whereas positive feedback can motivate people in a success breeds success cycle [52]. These findings support the need for extra attention when considering how to design better risk communication for those at higher risk, lower numeracy, and with more or less personal familiarity with the condition.…”

Section: Discussionsupporting

confidence: 83%

Animated Randomness, Avatars, Movement, and Personalization in Risk Graphics

Witteman¹,

Fuhrel-Forbis²,

Wijeysundera³

et al. 2014

J Med Internet Res

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BackgroundRisk communication involves conveying two inherently difficult concepts about the nature of risk: the underlying random distribution of outcomes and how a population-based proportion applies to an individual.ObjectiveThe objective of this study was to test whether 4 design factors in icon arrays—animated random dispersal of risk events, avatars to represent an individual, personalization (operationalized as choosing the avatar’s color), and a moving avatar—might help convey randomness and how a given risk applies to an individual, thereby better aligning risk perceptions with risk estimates.MethodsA diverse sample of 3630 adults with no previous heart disease or stroke completed an online nested factorial experiment in which they entered personal health data into a risk calculator that estimated 10-year risk of cardiovascular disease based on a robust and validated model. We randomly assigned them to view their results in 1 of 10 risk graphics that used different combinations of the 4 design factors. We measured participants’ risk perceptions as our primary outcome, as well as behavioral intentions and recall of the risk estimate. We also assessed subjective numeracy, whether or not participants knew anyone who had died of cardiovascular causes, and whether or not they knew their blood pressure and cholesterol as potential moderators.ResultsAnimated randomness was associated with better alignment between risk estimates and risk perceptions (F 1,3576=6.12, P=.01); however, it also led to lower scores on healthy lifestyle intentions (F 1,3572=11.1, P<.001). Using an avatar increased risk perceptions overall (F 1,3576=4.61, P=.03) and most significantly increased risk perceptions among those who did not know a particular person who had experienced the grave outcomes of cardiovascular disease (F 1,3576=5.88, P=.02). Using an avatar also better aligned actual risk estimates with intentions to see a doctor (F 1,3556=6.38, P=.01). No design factors had main effects on recall, but animated randomness was associated with better recall for those at lower risk and worse recall for those at higher risk (F 1,3544=7.06, P=.01).ConclusionsAnimated randomness may help people better understand the random nature of risk. However, in the context of cardiovascular risk, such understanding may result in lower healthy lifestyle intentions. Therefore, whether or not to display randomness may depend on whether one’s goal is to persuade or to inform. Avatars show promise for helping people grasp how population-based statistics map to an individual case.

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Section: Discussionsupporting

confidence: 83%

Animated Randomness, Avatars, Movement, and Personalization in Risk Graphics

Witteman¹,

Fuhrel-Forbis²,

Wijeysundera³

et al. 2014

J Med Internet Res

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“…Receiving feedback is a process that involves emotions 19 , 24 , 25 . The results of this study add that the emotional responses that arise in the mini-CEX is a positive emotional response such as feelings of pleasure, valued, and cared for.…”

Section: Discussionmentioning

confidence: 59%

How does feedback in mini-CEX affect students’ learning response?

2016

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ObjectiveThis study was aimed to explore students’ learning response toward feedback during mini-CEX encounter.MethodsThis study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). ResultsFeedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill. ConclusionsFeedback content and the way of providing feedback on mini-CEX stimulates the students’ internal processes to do a follow-up on feedback. However, another external factor also affects the students’ decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students’ learning response.

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“…Emotional responses to feedback may mediate the effects of feedback on subsequent behavior (Baumeister, Vohs, DeWall, & Zhang, 2007;Fishbach, Eyal, & Finkelstein, 2010). Pleasant emotions signal sufficient progress towards a goal whereas unpleasant emotions signal insufficient progress (Carver & Scheier, 1998), but when applied to feedback, pleasant emotions from praise may arrest goal pursuit whereas unpleasant emotions from criticism may motivate such pursuit (Cassidy, Ziv, Mehta, & Feeney, 2003).…”

Section: Feedback and Emotionsmentioning

confidence: 99%