Effects Of Negative Feedback Research Articles

Empathetic Pedagogical Agent: Mitigating Harmful Effects of Negative Feedback Through Self-Disclosure

Negative feedback can have detrimental effects on the students’ self-efficacy and learning experience, yet it is inevitable for students who receive low outcomes and need improvement. This study investigates the role of pedagogical agents’ self-disclosure in providing empathy for negative feedback. An online experiment was conducted asking participants (N = 183) to interact with a voice-based pedagogical agent in a between-subjects design: 2 (feedback: positive vs. negative) X 2 (agent: self-disclose vs. non-disclose). The agent instructed students on online learning tasks and provided feedback on their task performance. Our findings showed that the agent’s self-disclosure significantly increased students’ perception of intimacy and cognitive trust toward the agent. A significant interaction effect was observed in intimacy, suggesting that the role of self-disclosure is especially pronounced when negative feedback is provided. A significant mediation effect of cognitive trust was also found between self-disclosure and feedback acceptance.

The effects of supervisory negative feedback and coaching on employees' responses to feedback: The moderating role of mindset

AbstractFeedback is a vital human resource development (HRD) practice, extensively researched and used to regulate employee behavior and performance. However, despite a century of research and immense significance and use, we still do not fully know why some accept feedback while others reject it. Critics blame both providers and recipients, as well as feedback message format, for this failure. In this study, I investigated whether the focus of the supervisory feedback (negative vs. negative and facilitative) could enhance employees' responses to feedback (e.g., acceptance and use). I also examined whether employees' mindset (i.e., fixed vs. growth) would moderate these relationships. I proposed that employee coaching (i.e., negative and facilitative) would be more accepted than negative feedback alone. In addition, I expected a positive moderating role of the growth mindset between supervisory feedback and employees' responses. To test these assumptions, I conducted a laboratory experimental vignette study (N = 69). In line with propositions, employee coaching had a larger effect on the employees' responses to feedback (e.g., feedback acceptance; M = 4.95, SD = 1.24) than negative feedback alone (M = 4.08, SD = 1.35). In addition, simple slope results showed that employee coaching was significantly higher than negative feedback for growth mindset (i.e., +1 SD). Finally, path analysis revealed that the interaction between negative feedback, employee coaching, and mindset yielded the strongest positive effect on employees' responses to feedback. Overall, findings add to and endorse calls for more future‐focused HRD practices during feedback interventions. In addition, for effective feedback, this study calls for HRD practitioners to account for all critical factors involved in feedback exchanges, from provider to recipient and feedback message.

Negative performance feedback from algorithms or humans? effect of medical researchers’ algorithm aversion on scientific misconduct

Institutions are increasingly employing algorithms to provide performance feedback to individuals by tracking productivity, conducting performance appraisals, and developing improvement plans, compared to traditional human managers. However, this shift has provoked considerable debate over the effectiveness and fairness of algorithmic feedback. This study investigates the effects of negative performance feedback (NPF) on the attitudes, cognition and behavior of medical researchers, comparing NPF from algorithms versus humans. Two scenario-based experimental studies were conducted with a total sample of 660 medical researchers (algorithm group: N1 = 411; human group: N2 = 249). Study 1 analyzes the differences in scientific misconduct, moral disengagement, and algorithmic attitudes between the two sources of NPF. The findings reveal that NPF from algorithms shows higher levels of moral disengagement, scientific misconduct, and negative attitudes towards algorithms compared to NPF from humans. Study 2, grounded in trait activation theory, investigates how NPF from algorithms triggers individual’s egoism and algorithm aversion, potentially leading to moral disengagement and scientific misconduct. Results indicate that algorithm aversion triggers individuals’ egoism, and their interaction enhances moral disengagement, which in turn leads to increased scientific misconduct among researchers. This relationship is also moderated by algorithmic transparency. The study concludes that while algorithms can streamline performance evaluations, they pose significant risks to scientific misconduct of researchers if not properly designed. These findings extend our understanding of NPF by highlighting the emotional and cognitive challenges algorithms face in decision-making processes, while also underscoring the importance of balancing technological efficiency with moral considerations to promote a healthy research environment. Moreover, managerial implications include integrating human oversight in algorithmic NPF processes and enhancing transparency and fairness to mitigate negative impacts on medical researchers’ attitudes and behaviors.

Negative performance feedback and firms’ CSR strategy selection: Conformity or differentiation?

Drawing on the behavioral theory of the firm (BTOF), studies debate about whether underperforming firms will engage in more corporate social responsibility (CSR). In this study, we categorize CSR into CSR conformity and CSR differentiation, and find that underperforming firms are more likely to increase CSR conformity but decrease CSR differentiation. Furthermore, market strategy deviation strengthens the positive effect of negative performance feedback on CSR conformity and the negative effect on CSR differentiation. This study sheds new light on the debate over the relationship between negative performance feedback and CSR.

Exploring the effects of negative supervisory feedback on creativity among research and development personnel: challenge or threat?

Supervisory feedback to stimulate research and development (R&D) employee creativity is a management issue that concerns scholars and practitioners. However, there are divergences and contradictions regarding whether negative feedback promotes or hinders employee creativity. Integrating the feedback intervention and cognitive appraisal theories, we developed a double-edged sword model for negative supervisory feedback's influence on creativity. We tested the proposed model using a field sample of 513 R&D employees from seven science and technology enterprises. The results indicated that R&D employee challenge and threat appraisal moderated negative supervisory feedback's effect on prevention focus and the distal consequences for creativity. Individuals with high (low) levels of challenge (threat) appraisal have decreased prevention focus, thereby increasing their creativity when receiving negative supervisory feedback. In contrast, individuals with low (high) challenge (threat) appraisal have increased prevention focus, thereby decreasing their creativity when receiving negative supervisory feedback. These findings offer interesting implications for research on negative feedback and stimulation of science and technology R&D employee creativity in organizations.

Understanding the Authenticity of Eyewitness Recall Using Neuro Signature Profiling

ABSTRACT Research reveals that while uncontaminated eyewitness recall can be reliable, delayed trials make memory contamination inevitable. This study assessed the authenticity of eyewitness recall using neuro signature profiling. It examined the effects of negative feedback and leading questions on Experiential Knowledge (EK). Sixty participants with matched cognitive flexibility and response inhibition underwent two BEOS profiling sessions, fifteen days apart, after a real-life simulation. The findings showed no discernible change in EK for any of the three groups between the pre-and post-test conditions. Thus, affirming Neuro Signature Profiling as an effective technique for determining the veracity of eyewitness recall.

Revisiting Black Americans' self-protective strategies: The effect of negative intelligence feedback on implicit (vs. explicit) self-esteem.

Black Americans use identity-based self-protective strategies to maintain their explicit self-esteem after a threat to their intelligence. This effect is consistent with the associative-propositional evaluation (APE) model, which suggests that self-protective strategies operate during a propositional process that results in no change in explicit self-esteem. However, the APE model also suggests that implicit self-esteem may be sensitive to an intelligence threat because it increases the accessibility of automatically activated evaluations about Black Americans, namely the stereotype that their group is unintelligent. These hypotheses are tested across two experiments. Black American participants across both experiments (Experiment 1: N = 57; 40 females, Mage = 21.60; Experiment 2: N = 79; 64 females, Mage = 24.86) completed an intelligence test, then were randomly assigned to receive either negative feedback about their performance or no-feedback. Participants then completed measures of implicit and explicit self-esteem. Participants in Experiment 2 also completed a measure of subjective identity centrality. In support of the hypotheses, Black American participants across both experiments who received negative performance feedback on an intelligence test exhibited lower implicit self-esteem compared to those who did not receive feedback. Experiment 2 further demonstrated that this effect emerged only among strongly identified Black American participants. Finally, and consistent with past research, explicit self-esteem was unaffected by negative performance feedback among all participants. This research demonstrates the boundary conditions of Black Americans' adoption of identity-based self-protective strategies to protect their implicit versus explicit self-esteem following an intelligence threat. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The double-edged sword: investigating when and why supervisor negative feedback promotes versus inhibits employee performance

PurposeThe purpose of this study is to investigate when and why supervisor negative feedback is associated with employees' job performance via two different pathways (i.e. emotion-focused coping and problem-focused coping) and to introduce proactive personality as a moderator.Design/methodology/approachTime-lagged data were collected using a field survey research design. Participants included 389 dyads of employees and their direct supervisors from five companies in China.FindingsSupervisor negative feedback can lead to employees' emotion-focused coping, which in turn impairs their job performance. Meanwhile, supervisor negative feedback can trigger employees’ problem-focused coping, which subsequently promotes their job performance. Furthermore, proactive personality moderates the indirect effect of supervisor negative feedback on employee performance through emotion-focused coping.Originality/valueThis study explored the double-edged effects of supervisor negative feedback on employee job performance from a coping strategy perspective and investigated how proactive personality influences the choice of coping strategies.

Effectiveness of Concurrent Positive and Negative Visual Feedback on a Computerized Motor Task of Varying Difficulties

The purpose of this online study was to examine the effectiveness of concurrent positive and negative visual feedback on the performance of a rotary-pursuit task. One hundred and nine physical education students were randomly assigned to three groups: a positive feedback group (n = 37), a negative feedback group (n = 35), and a control group (no feedback; n = 37). The students participated from their own home computers and performed an easy, moderate, and difficult rotary-pursuit task. On Day 1, the participants performed a pre-test with no feedback and practiced eight trials of each level of difficulty with the assigned feedback. On Day 2, they practiced eight trials of each level of difficulty again. On Day 3, they practiced eight trials of each level of difficulty with feedback and performed a post-test with no feedback. Finally, the participants were asked to report their subjective assessment of the task difficulty. The main findings were that in the task of moderate difficulty, negative feedback led to the best performance during practice. In addition, regardless of the difficulty level, practicing with negative feedback led to the best performance in the post-test. The results suggest that task difficulty moderates the effects of feedback on performance and that providing concurrent negative visual feedback in a continuous task may be more advantageous.

Effects of positive and negative normative feedback on the learning of throwing task in children with spastic hemiplegic cerebral palsy

Effects of positive and negative normative feedback on the learning of throwing task in children with spastic hemiplegic cerebral palsy

Her Lips Are Sealed: Effects of Negative Feedback on Women’s Participation in Online Political Discussions

Her Lips Are Sealed: Effects of Negative Feedback on Women’s Participation in Online Political Discussions

Foreign executives, digital transformation, and innovation performance: Evidence from Chinese-listed firms.

This study investigates the effect of foreign executives on firms' innovation performance and the mediation role of digital transformation in Chinese-listed firms from 2011 to 2021. Our findings indicate that the presence of foreign executives in top management teams promotes firms' innovation performance by enhancing digital transformation. Further analyses show that foreign executives contribute significantly to improving firms' radical innovation performance rather than incremental innovation performance. We also examine the moderating effect of negative performance feedback and financing constraints between foreign executives and innovation performance, finding that foreign executives can promote innovation performance particularly in firms with negative performance feedback and weak financing constraints.

Technology-enabled higher education academic writing feedback: Practices, needs and preferences

Student and teacher perceptions of feedback practices, preferences and awareness of feedback needs may differ and detract from learning. This article explores alignment or misalignment in higher education to argue alignment suggests needs are being met on these issues via technology-enabled feedback on writing. Within the context of academic training, we take a broad view of writing supervision along a continuum that comprises digital feedback on writing assessments at an Australian university. We used a survey comparison of teachers’ and students’ self-reported data to answer the following questions: (1) What digital feedback and assessment practices are reported by teachers and students in Australian higher education? (2) What e-feedback needs are self-declared through teachers’ and students’ self-awareness of assessment practices in that context? (3) What e-feedback preferences are reported by teachers and students? Students and teachers from different academic programmes and levels from social science self-reported their experiences of digital feedback on writing assessments. The quantitative and open-ended responses covered technology-enabled feedback experiences up to PhD supervision. The results on alignment and misalignment of participants’ needs and preferences suggest a need to increase dialogue and incorporate student agency into feedback processes. We discuss further implications for feedback experiences in this context. Implications for practice or policy Programme assessment designers might reconsider policies requiring online collaborative work since teachers and students prefer individual assignments. Assessors might improve digital assessment tools, to increase teacher and student interaction and expediency, without losing individual feedback, in line with unanimous claims that such tools support feedback processes on writing. Course leaders could implement practices buffering the effect of negative feedback because teachers perceive few complaints, but students react badly to negative comments through digital channels.

Effects of microRNA-mediated negative feedback on gene expression noise

MicroRNAs (miRNAs) are small noncoding RNAs that regulate gene expression post-transcriptionally in eukaryotes by binding with target mRNAs and preventing translation. miRNA-mediated feedback motifs are ubiquitous in various genetic networks that control cellular decision making. A key question is how such a feedback mechanism may affect gene expression noise. To answer this, we have developed a mathematical model to study the effects of a miRNA-dependent negative-feedback loop on mean expression and noise in target mRNAs. Combining analytics and simulations, we show the existence of an expression threshold demarcating repressed and expressed regimes in agreement with earlier studies. The steady-state mRNA distributions are bimodal near the threshold, where copy numbers of mRNAs and miRNAs exhibit enhanced anticorrelated fluctuations. Moreover, variation of negative-feedback strength shifts the threshold locations and modulates the noise profiles. Notably, the miRNA-mRNA binding affinity and feedback strength collectively shape the bimodality. We also compare our model with a direct auto-repression motif, where a gene produces its own repressor. Auto-repression fails to produce bimodal mRNA distributions as found in miRNA-based indirect repression, suggesting the crucial role of miRNAs in creating phenotypic diversity. Together, we demonstrate how miRNA-dependent negative feedback modifies the expression threshold and leads to a broader parameter regime of bimodality compared to the no-feedback case.

Brain mediators of biased social learning of self-perception in social anxiety disorder

Social anxiety disorder (SAD) is characterized by an excessive fear of social evaluation and a persistently negative view of the self. Here we test the hypothesis that negative biases in brain responses and in social learning of self-related information contribute to the negative self-image and low self-esteem characteristic of SAD. Adult participants diagnosed with social anxiety (N = 21) and matched controls (N = 23) rated their performance and received social feedback following a stressful public speaking task. We investigated how positive versus negative social feedback altered self-evaluation and state self-esteem and used functional Magnetic Resonance Imaging (fMRI) to characterize brain responses to positive versus negative feedback. Compared to controls, participants with SAD updated their self-evaluation and state self-esteem significantly more based on negative compared to positive social feedback. Responses in the frontoparietal network correlated with and mirrored these behavioral effects, with greater responses to positive than negative feedback in non-anxious controls but not in participants with SAD. Responses to social feedback in the anterior insula and other areas mediated the effects of negative versus positive feedback on changes in self-evaluation. In non-anxious participants, frontoparietal brain areas may contribute to a positive social learning bias. In SAD, frontoparietal areas are less recruited overall and less attuned to positive feedback, possibly reflecting differences in attention allocation and cognitive regulation. More negatively biased brain responses and social learning could contribute to maintaining a negative self-image in SAD and other internalizing disorders, thereby offering important new targets for interventions.

Impact of Unsolicited Negative Feedback in Academic Settings.

Appropriate feedback is crucial for quality improvement, productivity, and growth. There is a scarcity of information on the effect of unsolicited negative feedback (USNF). Our current study aimed to investigate the impact of USNF on motivation, performance, and mental well-being. Data was collected on a 5-point Likert scale by a survey of 10 validated questions asking the impact of USNF around three themes:1. "Mental Health," 2. "Motivation," and 3. "Performance." The rationale of the questions was to investigate the negative emotional state and its impact on confidence, motivation, and performance of similar activities after getting USNF. Additionally, it impacts the mental state of anger, sadness, and self-criticism. A total of 38 participants completed the questionnaire. The agreement after USNF was 57.8% to develop harsh or critical self-talk, 76.3% for mood changes, 57.8% helps to learn, and 63% helps to fix things received on positive feedback. A total of 86.8% need time to reflect, 76.3% need time to process, 65.78% try to avoid USNF, 31.57% start to avoid people who give USNF, and 23.68% try to prove themselves to those who give USNF. The results showed a strong correlation between a person's need for time to process emotions and demand for space to process emotions and forecasting memories after the USNF. The psychological implications of USNF can be profound, leading to long-term negative effects on mental health, motivation, and performance. Training individuals to deliver negative feedback in a more constructive and positive manner is essential to mitigate these detrimental consequences.

Effects of positive and negative social feedback on motivation, evaluative learning, and socio-emotional processing

Social rewards and punishments are strong motivators. Since experimental work has focused on young adults using simplistic feedback, the effects of more naturalistic stimuli on motivation, evaluative learning, and socio-emotional processing with advanced age remain unclear. Therefore, we compared the effects of static (photos) vs dynamic (videos) social feedback in a social incentive delay (SID) task in young (18–35 years) and older adults (50–84 years) with neutral, positive, and negative feedback, on response times (RTs), and assessed the emotional valence of feedback cues and feedback videos. We found that anticipating positive and negative social feedback accelerated RTs regardless of age and without additional effects of video feedback. Furthermore, the results suggest a valence transfer from positive feedback videos to predictive cues in both groups (i.e., evaluative learning). Finally, older adults reported less pronounced negative affect for negative feedback videos, indicating age differences in socio-emotional processing. As such, our findings foster our understanding of the underlying cognitive and emotional aspects involved in the processing of social rewards and punishments.

The effect of positive and negative evaluation on state anxiety and repetitive negative thinking in social evaluative situations: An experimental study

The Bivalent Fear of Evaluation (BFOE) Model suggests that fears of negative and positive evaluation are core cognitive vulnerability and maintenance factors for social anxiety disorder The aim of this study was to experimentally assess cognitive and emotional effects of positive and negative feedback in social anxiety. False positive or negative feedback (vs no feedback) was provided following a speech task to high and low socially anxious individuals to investigate impacts on state anxiety and repetitive negative thinking (N = 152, Mage = 22.13, 69 % female). Measures were completed prior to the speech and after the false feedback but prior to an anticipated discussion with the group about participants’ feedback and performance. High socially anxious participants reporting higher state anxiety and repetitive negative thinking than low socially anxious participants. There were no feedback type by group interactions, indicating that high socially anxious individuals experienced heightened social anxiety and repetitive negative thinking regardless of feedback type (or the absence of feedback). Exploratory analyses revealed that state fear of negative evaluation but not state fear of positive evaluation uniquely predicted both outcomes. Implications for theory and clinical practice are discussed.

Brief Growth Mindset and Mindfulness Inductions to Facilitate Task Persistence After Negative Feedback

Negative feedback in academic settings is often unavoidable, although it may directly interfere with the ultimate goal of education, as setbacks can diminish motivation, and may even lead to dropping out of school. Previous research suggests that certain predispositions, inductions, and interventions might mitigate the harmful effects of negative feedback. Among others, growth mindset beliefs and mindfulness meditation were proposed as the most promising candidates that may help students to retain motivation. In a pre-registered, randomized experiment, we gave a disappointing evaluation to 383 university students in a bogus laboratory IQ test situation. Half of the participants previously received a growth mindset induction referring to intelligence as a malleable characteristic, while the other half received a fixed mindset induction referring to intelligence as a stable characteristic that cannot be changed. Then participants had a brief mindfulness meditation session or a control condition. Subsequently, they could choose to complete practice tasks before the final IQ assessment. The number of completed optional tasks was used as a behavioral proxy for task persistence. The results showed no difference in task persistence for the growth mindset or the mindfulness induction groups, compared to the other conditions. However, those who reported having higher pre-induction growth mindset beliefs or dispositional mindfulness completed more optional tasks after the mindset or mindfulness induction, respectively. We concluded that our brief inductions may not be adequate for everyone to rectify the demotivating effects of negative feedback, but can enhance task persistence for people with a stronger disposition towards a growth mindset or mindfulness.

The effects of daily supervisor negative feedback on employee creativity

The effects of daily supervisor negative feedback on employee creativity