Performance Feedback Conditions Research Articles

Environmental, Social, Governance Performance and Negative Performance Feedback: Firm Moderators in a Cross-country Context

In this study, we have examined two specific research questions. First, whether firms around the world with negative performance feedback would resort to more environmental, social, governance [ESG] performance or otherwise. Second, we examine whether firms’ ESG controversies and stakeholder orientation in a cross-country context, with distinctive legal system and ethical behaviour, would motivate them to undertake more ESG performance in such negative performance feedback conditions. Our primary findings show that negative performance feedback of a firm impacts its ESG performance in a strongly negative manner. Furthermore, we prove that both high stakeholder orientation and high ESG controversies significant negatively moderate firms’ ESG inclinations. This holds true irrespective of country-specific legal system and ethical behaviour contexts.

Altered Putamen Activation for Social Comparison-Related Feedback in Social Anxiety Disorder: A Pilot Study

Introduction: Social anxiety disorder (SAD) is characterized by abnormal processing of performance-related social stimuli. Previous studies have shown altered emotional experiences and activations of different sub-regions of the striatum during processing of social stimuli in patients with SAD. However, whether and to what extent social comparisons affect behavioural and neural responses to feedback stimuli in patients with SAD is unknown. Materials and Methods: To address this issue, emotional ratings and functional magnetic resonance imaging (fMRI) responses were assessed while patients suffering from SAD and healthy controls (HC) were required to perform a choice task and received performance feedback (correct, incorrect, non-informative) that varied in relation to the performance of fictitious other participants (a few, half, or most of others had the same outcome). Results: Across all performance feedback conditions, fMRI analyses revealed reduced activations in bilateral putamen when feedback was assumed to be received by only a few compared to half of the other participants in patients with SAD. Nevertheless, analysis of rating data showed a similar modulation of valence and arousal ratings in patients with SAD and HC depending on social comparison-related feedback. Conclusions: This suggests altered neural processing of performance feedback depending on social comparisons in patients with SAD.

The protocol of improving safe antibiotic prescribing in telehealth: A randomized trial

BackgroundThe CDC estimates that over 40% of Urgent Care visits are for acute respiratory infections (ARI), more than half involving inappropriate antibiotic prescriptions. Previous randomized trials in primary care clinics resulted in reductions in inappropriate antibiotic prescribing, but antibiotic stewardship interventions in telehealth have not been systematically assessed. To better understand how best to decrease inappropriate antibiotic prescribing for ARIs in telehealth, we are conducting a large randomized quality improvement trial testing both patient- and physician-facing feedback and behavioral nudges embedded in the electronic health record. MethodsTeladoc® clinicians are assigned to one of 9 arms in a 3 × 3 randomized trial. Each clinician is assigned to one of 3 Commitment groups (Public, Private, Control) and one of 3 Performance Feedback groups (Benchmark Peer Comparison, Trending, Control). After randomly selecting ⅓ of states and associated clinicians required for patient-facing components of the Public Commitment intervention, remaining clinicians are randomized to the Control and Private Commitment arms. Clinicians are randomized to the Performance Feedback conditions. The primary outcome is change from baseline in antibiotic prescribing rate for qualifying ARI visits. Secondary outcomes include changes in inappropriate prescribing and revisit rates. Secondary analyses include investigation of heterogeneity of treatment effects. With 1530 clinicians and an intra-clinician correlation in antibiotic prescribing rate of 0.5, we have >80% power to detect 1–7% absolute differences in antibiotic prescribing among groups. DiscussionFindings from this trial may help inform telehealth stewardship strategies, determine whether significant differences exist between Commitment and Feedback interventions, and provide guidance for clinicians and patients to encourage safe and effective antibiotic use.ClinicalTrials.gov: NCT05138874.

Organizational responses to performance feedback: A meta-analytic review

Performance feedback theory has been recognized as a generative theory in organization and management studies that explains why, when, and how organizations initiate or discontinue specific strategic actions. Over the past decades, an extensive body of empirical research has tested the theory, refined its key tenets, and broadened its applications. Yet, empirical results on the effects of performance feedback often vary and even produce conflicting insights that are difficult to interpret. Following recent developments, we suggest that empirical controversies can be largely reconciled once we consider different performance feedback conditions, organizational actions, and boundary conditions. We conducted a meta-analytic review of 113 empirical studies to statistically evaluate how and why the effects of performance feedback may vary according to various factors. By identifying factors shaping organizational responses to performance feedback, this study helps integrate existing empirical evidence and offers new directions for future theoretical development and empirical research.

Impact of Performance Feedback in Family-Centered and Culturally Responsive Interview Instruction.

Conducting culturally responsive and family-centered diagnostic interviews is an important part of speech and language services. However, there is limited information on the effective ways to teach speech-language pathology graduate students to acquire these skills. The purpose of this study was to examine the effect of performance feedback on graduate students' use of ethnographic principles, open-ended questions, and restating and summarizing comments in caregiver interviews. A randomized controlled crossover design (n = 26) was used to examine the differential effects of students receiving performance feedback or general feedback on role-play interviews. Ethnographic principles, open-ended questions, and restating and summarizing comments were measured at 3 time points: after class instruction (Groups 1 and 2), after the first feedback type allocation (Group 1: performance feedback; Group 2: general feedback), and after the second feedback type allocation (Group 1: general feedback; Group 2: performance feedback). Statistically significant increases, with large effect sizes, were found in students' use of ethnographic principles, open-ended questions, and restating and summarizing comments following the performance feedback conditions. These findings suggest that performance feedback is an effective and efficient instructional procedure to increase culturally responsive and family-centered interview skills through an ethnographic interview approach in preservice speech-language pathology students.

The Influence of Feedback and Expert Status in Knowledge Sharing Dilemmas

Groups and organisations set cooperative goals for their members, yet in reality some team members contribute more than others to these goals. Experts, in particular, face a social dilemma: from the group's perspective they should share their knowledge, whereas individually they are better off not sharing, because acquiring knowledge is costly and they would give up a competitive advantage. Two experiments (N1 = 96, N2 = 192) tested the hypothesis, derived from indirect reciprocity theory, that experts contribute more if their status is being recognised. Expert status was manipulated under different performance feedback conditions and the impact on people's contributions in two different knowledge sharing tasks was analysed. In both studies, experts contributed more when feedback was individualised and public, ensuring both individual status rewards and public recognition. In contrast, novices contributed more when performance feedback was collective, regardless of whether it was public or private feedback. Novices did not have to fear negative performance evaluations under group feedback and could gain in social status as members of a successful group. Social value orientation moderated expert contributions in Study 2, with proself‐oriented experts being particularly susceptible to reputation gains. The studies contribute to the neglected aspect of motivation in knowledge sharing dilemmas where collective and individual interests are not necessarily aligned.

Using Performance Feedback and Goal Setting to Improve Elementary Students' Writing Fluency: A Randomized Controlled Trial

.Although performance feedback interventions successfully lead to improvements in students' performance, research suggests that the combination of feedback and goal setting leads to greater performance than either component alone and that graphing performance in relation to a goal can lead to improvements in academic performance. The goal of the study was to examine the writing fluency growth of 115 third-grade students participating in a performance feedback intervention combined with a salient goal-setting component (n = 38) in comparison to a performance feedback (n = 39) or control (n = 38) condition, using a randomized controlled trial. As hypothesized, students in the two performance feedback conditions significantly improved their writing fluency over the course of the study, averaging a weekly gain of approximately 1.88 to 2.11 correct writing sequences, in contrast to students participating in the control condition, who averaged a weekly gain of less than one correct writing sequence. However, contrary to one of the major hypotheses, providing students with an additional goal-setting component did not improve students' writing fluency more than performance feedback alone. Considerations regarding the use of performance feedback interventions, as well as limitations of the study, are discussed.

Teacher Implementation of Trial-Based Functional Analysis and Differential Reinforcement of Alternative Behavior for Students with Challenging Behavior

The purpose of this study was to examine the effects of a training package on three middle school special education teachers’ accurate implementation of trial-based functional analysis (TBFA) and differential reinforcement of alternative behavior (DRA) with their students with autism spectrum disorders or emotional and behavioral disorders in the classroom setting. We also examined the effects of the DRA on six students’ challenging and replacement behaviors. Using a multiple probe across teacher participants design, we demonstrated that all three teachers implemented TBFA during TBFA training with performance feedback conditions and DRA during DRA training with performance feedback conditions with high procedural fidelity. Further, two of three teachers generalized high procedural fidelity with a new student. Finally, results indicated a reduction in all six students’ challenging behavior and an increase in their replacement behavior after the teachers received training and performance feedback on DRA implementation. Limitations and implications for research and practice are discussed.

Predicting subsequent task performance from goal motivation and goal failure.

Recent research has demonstrated that the cognitive processes associated with goal pursuit can continue to interfere with unrelated tasks when a goal is unfulfilled. Drawing from the self-regulation and goal-striving literatures, the present study explored the impact of goal failure on subsequent cognitive and physical task performance. Furthermore, we examined if the autonomous or controlled motivation underpinning goal striving moderates the responses to goal failure. Athletes (75 male, 59 female, Mage = 19.90 years, SDage = 3.50) completed a cycling trial with the goal of covering a given distance in 8 min. Prior to the trial, their motivation was primed using a video. During the trial they were provided with manipulated performance feedback, thus creating conditions of goal success or failure. No differences emerged in the responses to goal failure between the primed motivation or performance feedback conditions. We make recommendations for future research into how individuals can deal with failure in goal striving.

Evaluating elementary-aged students’ abilities to generalize and maintain fluency gains of a performance feedback writing intervention.

National estimates of students' writing abilities in the United States indicate that in 2002, 72% of elementary-aged students were unable to write with grade-level proficiency (Persky, Daane, & Jin, 2003). Although performance feedback is one type of intervention that improves students' writing skills, no study to date has examined the generalization and maintenance of writing fluency improvements developed through these interventions. The primary goal of this study was to determine whether elementary-aged students assigned to a performance feedback intervention condition demonstrated evidence of greater immediate treatment effects, generalization, and maintenance than students assigned to a practice-only condition. Results revealed that in comparison with the practice-only condition (n = 52), students assigned to the performance feedback condition (n = 51) demonstrated significantly greater immediate and generalized writing fluency improvements. However, evidence of maintenance of intervention effects was limited. These findings suggest that, in isolation, performance feedback may produce short-term desired effects on students' writing fluency growth, but that explicit programming of generality may be required to produce long-term achievement gains.

Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: A randomized controlled trial

The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for 8weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g=0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.

Increasing Math Milieu Teaching by Varying Levels of Consultation Support: An Example of Analyzing Intervention Strength

The current study used a single-case design to examine two performance feedback conditions varying in intensity on the frequency of naturalistic math instruction in preschool classrooms during non-instructional times (transition, lunch, free play). Three Head Start teachers received professional development that combined information on four math-oriented milieu teaching strategies (incidental teaching, time delay, mand model, and model), milieu teaching scripts, and goal setting. Teachers then received a feedback package of relatively higher intensity associated with a performance criterion followed by lower-intensity, continued support feedback package. Teachers increased the use of math-oriented milieu teaching strategies and positive attention across intervention conditions. In addition, two of the three teachers evidenced generalization of milieu teaching strategies across contexts and content areas. Results are discussed in terms of conceptualizations of intervention intensity and implications for practice, limitations, and future directions.

An fMRI Study Investigating Adolescent Brain Activation by Rewards and Feedback

ObjectiveThis study aimed to investigate the adolescent brain activation patterns in response to performance feedback (PF), social reward (SR) and monetary reward (MR) and their association with psychological factors.MethodsFunctional magnetic resonance imaging (fMRI) was performed while middle school boys (n=15) performed tests pertained to PF, SR and MR. The brain activation pattern in each condition was investigated, and the extent of brain activation in each of the three conditions was compared at once.ResultsThe caudate and the dorsal prefrontal area were activated in all three conditions. Furthermore, the cuneus showed significantly greater activation in the PF condition than the SR or MR condition. And the self - related areas, such as the right precentral gyrus and paracenral lobule, were more activated in the SR condition than the PF or MR condition. The left middle frontal gyrus was more activated in the MR condition than the PF or SR condition.ConclusionNot only various reward stimuli but also feedback stimulus might commonly activate dorsal prefrontal and subcortical area in adolescents. Moreover, several different brain activation patterns were also observed in each condition. The results of this study could be applied to planning of learning and teaching strategy for adolescents in various ways.

A Preliminary Analysis of the Effects of Coaching Feedback on Teacher Implementation Fidelity of First Step to Success

First Step to Success (FSS) is a "manualized" intervention with documented effectiveness in reducing problem behaviors for young children at risk for school failure. This study is a preliminary analysis focusing on the role of performance feedback from FSS coaches on the fidelity with which teachers implemented FSS. Three typically developing students (2 kindergarten and 1 first grade) and their respective teachers served as participants. Student behavior and teacher implementation fidelity were assessed using a nonconcurrent multiple baseline design across student/teacher dyads, in which a no coaching baseline was followed by a performance feedback condition. The baseline phase showed modest levels of implementation fidelity and initial low levels of problem behavior followed by gradually increasing trends. A relation was demonstrated between coaching feedback and improved implementation fidelity. In addition, improved fidelity was associated with improvements in student problem behavior. Implications are drawn for clinical application of FSS and other "manualized" interventions.

Is Self‐worth Protection Best Regarded as Intentional Self‐handicapping Behaviour or an Outcome of Choking Under Pressure?

Self‐worth protective students characteristically perform poorly when they anticipate that poor performance is likely to reveal low ability, yet perform well in situations that involve little threat to self‐worth. The present study sought a further understanding of this variable pattern of achievement, assessing two possibilities: (1) that the poor performance of students high in self‐worth protection in situations of high evaluative threat is appropriately viewed as self‐handicapping behaviour in the form of strategic withdrawal of effort, and (2) that the poor performance of students high in self‐worth protection is an outcome of anxiety or “choking under pressure”. Participants were 72 undergraduate students, either high or low in self‐worth protection, assigned to one of three performance feedback conditions: humiliating failure, failure allowing face‐saving, and success. They subsequently completed 20 anagrams and 12 remote associates tasks, assessing performance, followed by 16 unicursal tasks during what was believed to be a practice period, providing an assessment of behavioural self‐handicapping in the form of intentional low effort. Students high in self‐worth protection performed poorly on the anagrams and remote associates following humiliating failure. They also reported greater anxiety across experimental conditions and claimed greater anxiety impairment than students low in self‐worth protection. These outcomes provide little support for an interpretation of self‐worth protection as self‐handicapping behaviour, instead supporting an interpretation of self‐worth protection as an outcome of choking under pressure, fuelled by evaluative threat.

The relationship between worker satisfaction and productivity in a repetitive industrial task

The objective of this investigation was to determine the manner by which production standards or goals, performance or production feedback and monetary or wage incentive affected or moderated the relationship between worker satisfaction and productivity in a repetitive production task in a fishing industry. The industrial study was conducted to measure worker satisfaction and productivity under various experimental conditions involving production standards, performance feedback and monetary incentive. Only the participative standard and performance feedback condition affected the worker satisfaction-productivity relationship significantly for the fish-trimming task. The positive correlation coefficient (0.87) for this condition was found to be highly significant. This has an important implication for setting a strategy for achieving higher worker satisfaction and productivity in such an industry. Production standards with feedback generally improved worker satisfaction and productivity. Monetary incentive further improved worker performance but added no incremental satisfaction gain. The incorporation of production standards, performance feedback and monetary incentive affected worker satisfaction and productivity differently and this had an effect on the worker satisfaction–productivity relationship. In an earlier laboratory study, no significant worker satisfaction–productivity relationship was found when subjects (college students) were provided with similar experimental conditions.

The effects of performance feedback on group members' perceptions of prestige, task competencies, group belonging, and loafing

This experiment examined the differential effects of positive and negative performance feedback on group members' perceptions of the prestige of their group, the task competencies of other group members, group belonging, and loafing. Additionally, a model indicating causal ordering among these variables was proposed and tested. Participants were placed in groups, completed two tasks, and received either positive, negative, or no feedback. Perceptions of prestige, task competencies, and group belonging were highest in the positive performance feedback conditions, whereas perceived loafing was highest in the negative feedback conditions. The causal order of the variables was consistent with the proposed model.

EFFECTS OF REWARD DISTRIBUTION AND PERFORMANCE FEEDBACK ON COMPETITIVE RESPONDING

To implement competitive contingencies, one must select a distribution of unequal rewards and a schedule of feedback for competitors regarding one another's performance. This study investigated three bases for distributing rewards and two performance feedback conditions. Pairs of college students competed over a series of 2‐min contests in which the competitive response was a knob pull. A sum of money was divided using a proportional distribution or one of two fixed reward distributions. In the proportional distribution, a subject's proportion of the sum was his or her proportion of the total number of responses. The two fixed distributions were divisions of 100%/0% or 67%/33%. Also, in every contest either subject could make a response that would end the contest prematurely and give both subjects the same amount—a sum equal to 33% of the competitive total. In the two feedback conditions, cumulative responses by each subject were either shown to both subjects during the contest or were not shown. The proportional distribution was clearly superior to either of the fixed distributions in number of responses produced across contests. The proportional distribution with feedback produced the largest number of competitive responses, and the 100%/0% distribution without feedback produced the smallest number. Differences among distributions typically emerged only during later blocks of contests. Fixed distributions of rewards often produced decelerating rates of responding, with losing competitors ending the contests before they were completed. Response‐rate decreases were greatest for pairs in which the 2 subjects differed most in their response rates and proportion of wins. The presence of feedback had a small effect, increasing responding for some pairs in the 100%/0% distribution. Performance patterns were interpreted in terms of the consequences arranged for the individual participants by the reward distributions and differences in performance between competitors.

Subject-Controlled Performance Feedback and Learning of a Closed Motor Skill

Research on knowledge of results and knowledge of performance has been directed toward identification of the optimal schedule for administering feedback. The purpose of this investigation was to assess whether a schedule based on performance feedback controlled by the learner would be a more effective means of delivering feedback than any predetermined or random schedule. Participants were randomly assigned to one of five conditions: (a) control group receiving no performance feedback, (b) 50% relative performance feedback, (c) summary performance feedback, (d) subject-controlled performance feedback, and (e) yoked control group. Data were collected during an acquisition phase (four blocks of 10 trials) and a retention phase (two block of 10 trials) in which subjects performed an underhand ball toss. Repeated-measures analyses indicated significant main effects for the absolute error (AE). Participants in the subject-controlled performance feedback condition performed significantly better on both retention trials than the other groups. Analysis suggests that a feedback schedule which is controlled by the learner may be a more effective means of delivering augmented feedback than other schedules which have been examined.

SUBJECT-CONTROLLED PERFORMANCE FEEDBACK AND LEARNING OF A CLOSED MOTOR SKILL

Research on knowledge of results and knowledge of performance has been directed toward identification of the optimal schedule for administering feedback. The purpose of this investigation was to assess whether a schedule based on performance feedback controlled by the learner would be a more effective means of delivering feedback than any predetermined or random schedule. Participants were randomly assigned to one of five conditions: (a) control group receiving no performance feedback, (b) 50% relative performance feedback, (c) summary performance feedback, (d) subject-controlled performance feedback, and (e) yoked control group. Data were collected during an acquisition phase (four blocks of 10 trials) and a retention phase (two block of 10 trials) in which subjects performed an underhand ball toss. Repeated-measures analyses indicated significant main effects for the absolute error (AE). Participants in the subject-controlled performance feedback condition performed significantly better on both retention trials than the other groups. Analysis suggests that a feedback schedule which is controlled by the learner may be a more effective means of delivering augmented feedback than other schedules which have been examined.