Identifier

etd-0401103-143658

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

This study examined the dimensions of goal orientation as moderators of the effects of feedback sign on changes in self-efficacy, effort, and performance over time. In general, the effect of feedback sign on changes in self-efficacy, effort, and performance was hypothesized to be strong for individuals high on performance goal orientation (PGO) and weak for individuals high on learning goal orientation (LGO). Participants completed several performance blocks of an implicit learning task that required individuals to control the temperature of a simulated chemical reactor. Participants were given manipulated normative feedback after each trial. Self-efficacy, effort, and performance were assessed at several points during the session. Hierarchical linear modeling (HLM) was used to examine how self-efficacy, effort, and performance changed over the course of the experiment and the extent to which feedback sign and goal orientation predicted these changes. Significant findings included a main effect of feedback sign on changes in self-efficacy and effort. In addition, LGO interacted with the feedback manipulation in its effects on self-efficacy change, such that changes in the self-efficacy of individuals high in LGO were less influenced by feedback sign than changes in the self-efficacy of individuals low in LGO. Contributions of this research are discussed, including implications for giving feedback in organizations and for improving training programs.

Date

2003

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

James M. Diefendorff

DOI

10.31390/gradschool_theses.1336

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