scholarly journals The Menstrual Cycle and Performance Feedback Alter Gender Differences in Competitive Choices

2014 ◽  
Vol 32 (1) ◽  
pp. 161-198 ◽  
Author(s):  
David Wozniak ◽  
William T. Harbaugh ◽  
Ulrich Mayr
Keyword(s):  
Gender Differences ◽  
Menstrual Cycle ◽  
Performance Feedback ◽  
And Performance

Two Routes to Eliminating Gender Differences in Personal Entitlement: Social Comparisons and Performance Evaluations

1992 ◽  
Vol 16 (2) ◽  
pp. 193-200 ◽  
Author(s):  
Wayne H. Bylsma ◽  
Brenda Major
Keyword(s):  
Gender Differences ◽  
Performance Feedback ◽  
Social Comparisons ◽  
Performance Evaluations ◽  
Feedback Path ◽  
Path Analyses ◽  
Comparison Standards ◽  
And Performance ◽  
Analog Study ◽  
Comparison Information

This analog study examined how the presence and absence of explicit social comparison standards and performance feedback influenced women's and men's perceptions of personal entitlement for pay. In the absence of both comparison information and performance feedback, women felt they deserved less pay than did men. However, these gender differences were eliminated when women and men were exposed to either the same comparison information or the same performance feedback. Path analyses further revealed that the effects of comparison information and performance feedback on judgments of pay fairness and satisfaction were mediated almost exclusively by feelings of entitlement.

I Like Myself, I Really Do (at Least Right Now)

2020 ◽  
Vol 36 (1) ◽  
pp. 196-206 ◽  
Author(s):  
Almut Rudolph ◽  
Michela Schröder-Abé ◽  
Astrid Schütz
Keyword(s):  
Construct Validity ◽  
Performance Feedback ◽  
Repeated Measures ◽  
Temporal Stability ◽  
Social Feedback ◽  
Student Sample ◽  
Empirically Supported ◽  
Good Internal Consistency ◽  
And Performance ◽  
Induced Changes

Abstract. In five studies, we evaluated the psychometric properties of a revised German version of the State Self-Esteem Scale (SSES; Heatherton & Polivy, 1991 ). In Study 1, the results of a confirmatory factor analysis on the original scale revealed poor model fit and poor construct validity in a student sample that resembled those in the literature; thus, a revised 15-item version was developed (i.e., the SSES-R) and thoroughly validated. Study 2 showed a valid three-factor structure (Performance, Social, and Appearance) and good internal consistency of the SSES-R. Correlations between subscales of trait and state SE empirically supported the scale’s construct validity. Temporal stability and intrapersonal sensitivity of the scale to naturally occurring events were investigated in Study 3. Intrapersonal sensitivity of the scale to experimentally induced changes in state SE was uncovered in Study 4 via social feedback (acceptance vs. rejection) and performance feedback (positive vs. negative). In Study 5, the scale’s interpersonal sensitivity was confirmed by comparing depressed and healthy individuals. Finally, the usefulness of the SSES-R was demonstrated by assessing SE instability as calculated from repeated measures of state SE.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

Check-In/Check Out: Electronic Adaptation and Individual Progress Monitoring

2021 ◽  
pp. 016264342199410
Author(s):  
Jordan Yassine ◽  
Leigh Ann Tipton-Fisler
Keyword(s):  
Performance Feedback ◽  
Differential Reinforcement ◽  
Research Evidence ◽  
Progress Monitoring ◽  
Middle School Student ◽  
Teacher Ratings ◽  
Ease Of Use ◽  
Electronic Application ◽  
Long Line ◽  
And Performance

Check-in/Check-Out (CICO) has a long line of research evidence demonstrating its effectiveness in increasing prosocial behavior. The current paper demonstrated an electronic application of CICO utilizing Google Sheets® with teacher feedback. Google Sheets® offers an inexpensive, collaborative, and remote method for tracking behaviors. In the first study, 2,322 teacher ratings (from 38 teachers) were compared between traditional paper CICO forms or electronic Google Sheets®. Results found that teacher ratings were significantly more complete with the use of the electronic forms. In the second study, an electronic CICO form was used for progress monitoring and performance feedback with a middle school student. Through the form we were able to successfully track our participant’s behavior change in response to CICO with the combination of feedback and a differential reinforcement intervention. Social validity showed that overall teacher ratings were high with respect to ease of use, usefulness, cost-effectiveness, and convenience of the electronic Google Sheets®.

Perceived value of internship experience: a try before you leap

2018 ◽  
Vol 8 (4) ◽  
pp. 376-394 ◽  
Author(s):  
Sonali Bhattacharya ◽  
Netra Neelam
Keyword(s):  
Experiential Learning ◽  
Performance Feedback ◽  
Work Experience ◽  
Selection Process ◽  
Learning Orientation ◽  
Research Approach ◽  
Content Type ◽  
Internship Experience ◽  
And Performance ◽  
Task Variety

Purpose The purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback. Design/methodology/approach The authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor. Findings The authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern. Originality/value The authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.

Interventions Aimed at Reducing Use of Low-Value Health Services: A Systematic Review

2016 ◽  
Vol 74 (5) ◽  
pp. 507-550 ◽  
Author(s):  
Carrie H. Colla ◽  
Alexander J. Mainor ◽  
Courtney Hargreaves ◽  
Thomas Sequist ◽  
Nancy Morden
Keyword(s):  
Performance Feedback ◽  
Risk Sharing ◽  
Pay For Performance ◽  
Clinical Decision ◽  
Evidence Base ◽  
Provider Education ◽  
Rigorous Evaluation ◽  
And Performance ◽  
Multicomponent Interventions

The effectiveness of different types of interventions to reduce low-value care has been insufficiently summarized to allow for translation to practice. This article systematically reviews the literature on the effectiveness of interventions to reduce low-value care and the quality of those studies. We found that multicomponent interventions addressing both patient and clinician roles in overuse have the greatest potential to reduce low-value care. Clinical decision support and performance feedback are promising strategies with a solid evidence base, and provider education yields changes by itself and when paired with other strategies. Further research is needed on the effectiveness of pay-for-performance, insurer restrictions, and risk-sharing contracts to reduce use of low-value care. While the literature reveals important evidence on strategies used to reduce low-value care, meaningful gaps persist. More experimentation, paired with rigorous evaluation and publication, is needed.

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