Evaluating feedback frequency preference and its relation to task performance.
Many researchers have evaluated how characteristics of feedback may influence trainee performance, but relatively little attention has been allocated to directly assessing trainee preference for feedback characteristics and its relation to performance. Thus, the primary purpose of this study was to...
| Publicado en: | Journal of Applied Behavior Analysis (John Wiley & Sons, Inc.) Vol. 58; no. 1; pp. 232 - 243 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
John Wiley & Sons, Inc.
Winter2025
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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=183988003&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183988003 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: Winter2025 vid: 58 iid: 1 pid: 52269 pub: John Wiley & Sons, Inc. artinfo: ui: 183988003 183988003 183988003 10.1002/jaba.2932 183988003 ppf: 232 ppct: 11 formats: tig: atl: Evaluating feedback frequency preference and its relation to task performance. aug: au: Thibodeaux, Janea J. Taylor, Pierce M. Bacotti, Janelle K. Morris, Samuel L. affil: Department of Psychology, Louisiana State University, Baton Rouge LA,, USA sug: subj: Feedback Evaluation Task Performance and Analysis Evaluation Interns and Residents Psychosocial Factors Human Cisgender Persons Nonbinary Persons Transgender Persons Student Attitudes Descriptive Statistics Students, Undergraduate Education Quality Improvement Student Supervision ab: Many researchers have evaluated how characteristics of feedback may influence trainee performance, but relatively little attention has been allocated to directly assessing trainee preference for feedback characteristics and its relation to performance. Thus, the primary purpose of this study was to use a within‐subject experimental design to directly assess trainee preference for the frequency of feedback and its relation to task performance. A secondary objective was to evaluate how trainee preferences varied across specific task components based on component complexity. Thirty‐five undergraduate students completed two arbitrary tasks and were given the opportunity to request feedback after each component of the task. For 85.71% of our participants, an inverse relation was observed between preference for feedback frequency and task performance. Participants requested feedback less often as performance improved. Feedback preferences also varied with the complexity of each component of the task. Implications for training, supervision, and feedback practices are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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