When being told you're bad can be good : the influence of feedback sign and task complexity on self-regulatory factors and performance PDF
Preview When being told you're bad can be good : the influence of feedback sign and task complexity on self-regulatory factors and performance
Faculty Working Paper 93-0124 STX 330 B385 1993:124 COPY 2 WHEN BEING TOLD YOU'RE BAD CAN BE GOOD: INFLUENCE OF FEEDBACK SIGN AND TASK COMPLEXITY ON SELF- REGULATORY FACTORS AND PERFORMANCE The Library' of the MAY 3 1993 Unlvefsity of ilUnoJs of Urt»na-Champaign Forest J. Jourden Department of Business Administration Bureau of Economic andBusiness Research College ofCommerce and Business Administrauon University of Illinois ai Lrbana-Champaign BEBR FACULTY WORKING PAPER NO. 93-0124 College of Commerce and Business Administration University of Illinois at Urbana-Champaign April 1993 WHEN BEING TOLD YOU'RE BAD CAN BE GOOD: THE INFLUENCE OF FEEDBACK SIGN AND TASK COMPLEXITY ON SELF- REGCLATORY FACTORS AND PERFORMANCE Forest J. Jourden Department of Business Administration Digitized by the Internet Archive in 2011 with funding from University of Illinois Urbana-Champaign http://www.archive.org/details/whenbeingtoldyou93124jour WHEN BEING TOLD YOU'RE BAD CAN BE GOOD: THE INFLUENCE OF FEEDBACK SIGN AND TASK COMPLEXITY ON SELF- REGULATORY FACTORS AND PERFORMANCE Forest J. Jourden University ofIllinois - Urbana Champaign Forest J. Jourden Department of Business Administration 339 Commerce West 1206 S. Sixth Street Champaign, IL 61820 RUNNING HEAD: FEEDBACK SIGN Feedback sign 2 Abstract While the influence of feedback on performance has been extensively studied, theoretical models and empirical evidence appear to be contradictory. This study was conducted to resolve the ambiguity concerning the role of feedback in performance and to determine the interaction between feedback sign and task demands. Subjects completed a simple physical-effort task, an assembly task, and a complex analytical task under positive, negative, no-feedback and average (subjects were told that their performances were average) conditions. Self-regulating mechanisms were also measured. Results indicate that negative feedback creates greater dissatisfaction and performances improvements on the physical effort task while it lead to decrements in complex cognitive task performance. Positive feedback did not lead to performance improvements in any of the tasks beyond simple practice effects. Subjects in the average condition generally approximated the performances and reactions of subjects in the negative condition. Subjects given no feedback generally approximated subjects in the positive condition in their reactions and performances.
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