Assessing the efficacy of and preference for positive and corrective feedback.
Feedback is an effective strategy for improving performance and consists of multiple characteristics. One characteristic that can influence feedback efficacy is its nature (whether feedback is positive or corrective) and little is known about the conditions under which individuals may prefer correct...
| Publicado en: | Journal of Applied Behavior Analysis (John Wiley & Sons, Inc.) Vol. 55; no. 3; pp. 727 - 746 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
John Wiley & Sons, Inc.
Summer2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157778394&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157778394 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00218855 NRNO jtl: Journal of Applied Behavior Analysis (John Wiley & Sons, Inc.) issn: 00218855 maglogo: N pubinfo: dt: Summer2022 vid: 55 iid: 3 pid: 52269 pub: John Wiley & Sons, Inc. artinfo: ui: 157778394 157778394 157778394 10.1002/jaba.911 157778394 ppf: 727 ppct: 19 formats: tig: atl: Assessing the efficacy of and preference for positive and corrective feedback. aug: au: Simonian, Michael J. Brand, Denys affil: Department of Psychology, California State University, Sacramento sug: subj: Feedback Student Attitudes Evaluation Task Performance and Analysis Human Positive Psychology Work Environment Students, College Psychosocial Factors ab: Feedback is an effective strategy for improving performance and consists of multiple characteristics. One characteristic that can influence feedback efficacy is its nature (whether feedback is positive or corrective) and little is known about the conditions under which individuals may prefer corrective over positive feedback. Thus, the purpose of this study was to assess the efficacy of and preference for positive and corrective feedback during the acquisition of novel tasks. In the first phase, participants received either positive, corrective, or no feedback across three novel tasks. Participants only mastered the task in which they received corrective feedback. In the second phase, participants chose to receive either positive or corrective feedback after completing trials of the previous phase's control task. All participants chose to receive corrective feedback more frequently than positive feedback. We discuss the implications of the results for feedback delivery in the workplace and provide suggestions for future research. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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