Impact of Process and Outcome Feedback on the Relation of Goal Setting to Task Performance.

Earley, P. Christopher; Northcraft, Gregory B.; Lee, Cynthia; Lituchy, Terri R.

doi:10.2307/256353

Cited by 261 publications

(138 citation statements)

References 22 publications

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“…Overall, however, outcome feedback is not as informative as process feedback. Because outcome feedback addresses only the results of one's behaviour, it does not provide the recipient with specific information about how to adjust behaviour to improve subsequent results (Earley et al, 1990). Process feedback, on the other hand, provides informational cues about one's performance -such as direction and diagnostics -as it focuses on the behaviours that generate outcomes (Earley et al, 1990).…”

Section: Feedback Messagementioning

confidence: 99%

“…Whereas outcome feedback merely provides gen-eral success or failure information to the recipient, process feedback offers more diagnostic information regarding actual performance behaviours and typically some information about strengths and weaknesses (Earley, Northcraft, Lee, & Lituchy, 1990). Crossing feedback sign with feedback type to produce four unique types of feedback messages may provide deeper insight into the role of feedback sign on feedback seeking behaviour.…”

mentioning

confidence: 99%

“…Given that feedback often contains both outcome and process components (Earley et al, 1990), it is important to understand how each type of feedback differentially influences feedback seeking behaviour. Therefore, we begin with a brief review of literature that is relevant to feedback seeking and the feedback "message", followed by hypotheses regarding the interactive effect of feedback sign and type on feedback seeking behaviour.…”

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confidence: 99%

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How Attributes of the Feedback Message affect Subsequent Feedback Seeking: The interactive effects of feedback sign and type

Medvedeff¹,

Gregory

Levy

2008

PSYCHOL BELG

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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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Section: Feedback Messagementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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How Attributes of the Feedback Message affect Subsequent Feedback Seeking: The interactive effects of feedback sign and type

Medvedeff¹,

Gregory

Levy

2008

PSYCHOL BELG

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“…Some steps consist of process-oriented subtasks, like drawing up the 'pleading inventory' by selecting main legal argumentation, other steps consist of product-oriented subtasks, like drawing up and finalizing the 'pleading note'. Both product-oriented cueing in the form of Worked-Out Examples (WOE) and process-oriented cueing in the form of Process Worksheets (PW) have been identified as important for schema-based learning (e.g., Earley, Northcraft, Lee, & Lituchy, 1990). Concrete, more product-oriented and abstract, more process-oriented cueing formats are both needed for schema-based learning in each step.…”

Section: Timing Of Cueingmentioning

confidence: 99%

Timing of cueing in complex problem-solving tasks: Learner versus system control

Hummel

Paas

Koper

2006

Computers in Human Behavior

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“…Feedback demonstrates how much effort is required to fulfill certain goals in different tasks. This helps individuals to identify efficient strategies to achieve the goal and the amount of effort required to perform efficiently as well as to modify the already applied strategies and the used amount of effort to increase the efficiency of their performance (2,4). However, despite the numerous advantages theoretically attributed to feedback, empirical research has provided evidence that feedback can impact the acquisition and retention of motor skills both in positive and negative ways (5).…”

Section: Introductionmentioning

confidence: 99%

Effects of Frequency of Feedback on the Learning of Motor Skill in Preschool Children

Zamani¹,

Zarghami²

2015

Int J School Health

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Background: Feedback is one of the most important variables which affect the motor acquisition and the performance of a skill which plays a significant role in motor control as well as the learning of a motor skill. Objectives: The present study serves to assess the acquisition and retention of a new motor skill in pre-elementary school students, while presenting them with an additional feedback with different frequencies (0%, 50%, and 100%). Patients and Methods:The methodology of the current study is Semi-experimental, with pretests and posttests conducted on children presented with three different frequencies of additional knowledge of results (KR) feedback (0%, 50%, and 100%). The statistical population consisted of all 6-8 year old pre-elementary school students of Ahvaz, of whom 45 were selected through multilevel cluster sampling, and were subsequently divided, in three different groups. The selected task for the subjects consisted of throwing a tennis ball from over the shoulder toward a target depicted on the ground. The subjects performed 60 try-outs within the acquisition phase, in which the 0% group was presented with no feedback at all, 50% group received feedback in 50% of the try-outs, and 100% group obtained feedback in all try-outs. Three days after the acquisition phase, retention tests with 10 throws were conducted. One Way Analysis of Variance (ANOVA), Tukey test, and repeated measures test were used on each block for data analysis. Results:The results indicated significant differences between all three groups, both within the acquisition and retention tests (P = 0.001). The findings were suggestive that the 100% group performance was significantly superior to the other two groups in the acquisition phase, while the 50% group was significantly superior within the retention phase. Conclusions: In short, it can be concluded that children might benefit more from the reduced feedback for learning a skill.

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Impact of Process and Outcome Feedback on the Relation of Goal Setting to Task Performance.

Cited by 261 publications

References 22 publications

How Attributes of the Feedback Message affect Subsequent Feedback Seeking: The interactive effects of feedback sign and type

How Attributes of the Feedback Message affect Subsequent Feedback Seeking: The interactive effects of feedback sign and type

Timing of cueing in complex problem-solving tasks: Learner versus system control

Effects of Frequency of Feedback on the Learning of Motor Skill in Preschool Children

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