Motivation and Feedback Influe ncing Change in the Goal-Sett ing Process
Year: 2012
Type: dissertation
Abstract: This study explored the influence of performance appraisal feedback (i.e., developmental, evaluative, or no feedback) on task specific motivation and the types of goals (i.e., process, outcome, new and more challenging) participants subsequently set. University students ( N = 159) took part in a class schedule-making task developed by Earley, 1985. Using two 3 (feedback) X 4 (time) mixed repeated measures design Analyses of Covariance (ANCOVAs) with task specific motivation as the dependent variable (analysis 1: intrinsic, analysis 2: extrinsic) and general motivation as covariates (analysis 1: intrinsic, analysis 2: extrinsic) it was found that participants given developmental feedback experienced higher task specific intrinsic motivation over time than participants given evaluative feedback. Bivariate correlations also demonstrated that participants with higher task specific intrinsic motivation were found to set more new and challenging goals (discrepancy creation) than participants with lower task specific intrinsic motivation. Theoretical and practical implications are discussed.
Author: Lisa Plant
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W25153081