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Journal ArticleDOI

The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.

01 Mar 1996-Psychological Bulletin (American Psychological Association)-Vol. 119, Iss: 2, pp 254-284
TL;DR: In this article, KlUGER and Denisi analyzed all the major reasons to reject a paper from the meta-analysis, even though the decision to exclude a paper came at the first identification of a missing inclusion criterion.
Abstract: the total number of papers may exceed 10,000. Nevertheless, cost consideration forced us to consider mostly published papers and technical reports in English. 4 Formula 4 in Seifert (1991) is in error—a multiplier of n, of cell size, is missing in the numerator. 5 Unfortunately, the technique of meta-analysis cannot be applied, at present time, to such effects because the distribution of dis based on a sampling of people, whereas the statistics of techniques such as ARIMA are based on the distribution of a sampling of observations in the time domain regardless of the size of the people sample involved (i.e., there is no way to compare a sample of 100 points in time with a sample of 100 people). That is, a sample of 100 points in time has the same degrees of freedom if it were based on an observation of 1 person or of 1,000 people. 258 KLUGER AND DENISI From the papers we reviewed, only 131 (5%) met the criteria for inclusion. We were concerned that, given the small percentage of usable papers, our conclusions might not fairly represent the larger body of relevant literature. Therefore, we analyzed all the major reasons to reject a paper from the meta-analysis, even though the decision to exclude a paper came at the first identification of a missing inclusion criterion. This analysis showed the presence of review articles, interventions of natural feedback removal, and papers that merely discuss feedback, which in turn suggests that the included studies represent 1015% of the empirical FI literature. However, this analysis also showed that approximately 37% of the papers we considered manipulated feedback without a control group and that 16% reported confounded treatments, that is, roughly two thirds of the empirical FI literature cannot shed light on the question of FI effects on performance—a fact that requires attention from future FI researchers. Of the usable 131 papers (see references with asterisks), 607 effect sizes were extracted. These effects were based on 12,652 participants and 23,663 observations (reflecting multiple observations per participant). The average sample size per effect was 39 participants. The distribution of the effect sizes is presented in Figure 1. The weighted mean (weighted by sample size) of this distribution is 0.41, suggesting that, on average, FI has a moderate positive effect on performance. However, over 38% of the effects were negative (see Figure 1). The weighted variance of this distribution is 0.97, whereas the estimate of the sampling error variance is only 0.09. A potential problem in meta-analyses is a violation of the assumption of independence. Such a violation occurs either when multiple observations are taken from the same study (Rosenthal, 1984) or when several papers are authored by the same person (Wolf, 1986). In the present investigation, there were 91 effects derived from the laboratory experiments reported by Mikulincer (e.g., 1988a, 1988b). This raises the possibility that the average effect size is biased, because his studies manipulated extreme negative FIs and used similar tasks. In fact, the weighted average d in Mikulincer's studies was —0.39; whereas in the remainder of the
Citations
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Journal ArticleDOI
TL;DR: This paper provided a conceptual analysis of feedback and reviewed the evidence related to its impact on learning and achievement, and suggested ways in which feedback can be used to enhance its effectiveness in classrooms.
Abstract: Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.

7,222 citations

Book
19 Nov 2008
TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

6,776 citations

Journal ArticleDOI
TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Abstract: This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.

6,483 citations

Journal ArticleDOI
TL;DR: The results indicated that feedback may be more effective when baseline performance is low, the source is a supervisor or colleague, it is provided more than once, and the role of context and the targeted clinical behaviour was assessed.
Abstract: Background Audit and feedback continues to be widely used as a strategy to improve professional practice. It appears logical that healthcare professionals would be prompted to modify their practice if given feedback that their clinical practice was inconsistent with that of their peers or accepted guidelines. Yet, audit and feedback has not been found to be consistently effective. Objectives To assess the effects of audit and feedback on the practice of healthcare professionals and patient outcomes. Search strategy We searched the Cochrane Effective Practice and Organisation of Care Group's register up to January 2001. This was supplemented with searches of MEDLINE and reference lists, which did not yield additional relevant studies. Selection criteria Randomised trials of audit and feedback (defined as any summary of clinical performance over a specified period of time) that reported objectively measured professional practice in a healthcare setting or healthcare outcomes. Data collection and analysis Two reviewers independently extracted data and assessed study quality. Quantitative (meta-regression), visual and qualitative analyses were undertaken. Main results We included 85 studies, 48 of which have been added to the previous version of this review. There were 52 comparisons of dichotomous outcomes from 47 trials with over 3500 health professionals that compared audit and feedback to no intervention. The adjusted RDs of non-compliance with desired practice varied from 0.09 (a 9% absolute increase in non-compliance) to 0.71 (a 71% decrease in non-compliance) (median = 0.07, inter-quartile range = 0.02 to 0.11). The one factor that appeared to predict the effectiveness of audit and feedback across studies was baseline non-compliance with recommended practice. Reviewer's conclusions Audit and feedback can be effective in improving professional practice. When it is effective, the effects are generally small to moderate. The absolute effects of audit and feedback are more likely to be larger when baseline adherence to recommended practice is low.

4,946 citations

Journal ArticleDOI
TL;DR: This article examined the relationship between self-efficacy and work-related performance and found a significant weighted average correlation between selfefficacy, G (r+) =.38, and a signif
Abstract: This meta-analysis (114 studies, k = 157, N = 21,616) examined the relationship between self-efficacy and work-related performance. Results of the primary meta-analysis indicated a significant weighted average correlation between self-efficacy and work-related performance, G (r+) = .38, and a signif

3,286 citations

References
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01 Jan 1986
TL;DR: In this article, models of Human Nature and Casualty are used to model human nature and human health, and a set of self-regulatory mechanisms are proposed. But they do not consider the role of cognitive regulators.
Abstract: 1. Models of Human Nature and Casualty. 2. Observational Learning. 3. Enactive Learning. 4. Social Diffusion and Innovation. 5. Predictive Knowledge and Forethought. 6. Incentive Motivators. 7. Vicarious Motivators. 8. Self-Regulatory Mechanisms. 9. Self-Efficacy. 10. Cognitive Regulators. References. Index.

21,686 citations

Journal ArticleDOI
TL;DR: Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of self as independent and a construpal of the Self as interdependent as discussed by the authors, and these divergent construals should have specific consequences for cognition, emotion, and motivation.
Abstract: People in different cultures have strikingly different construals of the self, of others, and of the interdependence of the 2. These construals can influence, and in many cases determine, the very nature of individual experience, including cognition, emotion, and motivation. Many Asian cultures have distinct conceptions of individuality that insist on the fundamental relatedness of individuals to each other. The emphasis is on attending to others, fitting in, and harmonious interdependence with them. American culture neither assumes nor values such an overt connectedness among individuals. In contrast, individuals seek to maintain their independence from others by attending to the self and by discovering and expressing their unique inner attributes. As proposed herein, these construals are even more powerful than previously imagined. Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of the self as independent and a construal of the self as interdependent. Each of these divergent construals should have a set of specific consequences for cognition, emotion, and motivation; these consequences are proposed and relevant empirical literature is reviewed. Focusing on differences in self-construals enables apparently inconsistent empirical findings to be reconciled, and raises questions about what have been thought to be culture-free aspects of cognition, emotion, and motivation.

18,178 citations

Journal ArticleDOI

12,519 citations


"The effects of feedback interventio..." refers background in this paper

  • ...…and arousal (also known as activity or activation) are considered to be the two dominant dimensions underlying the affective experience (Mano, 1991; Russell, 1980; but cf. Watson & Tellegen, 1985; for recent criticism of a dimensional approach to the study of affect, see Ortony, Clore, & Collins,…...

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Journal ArticleDOI
TL;DR: An up-to-date handbook on conceptual and methodological issues relevant to the study of industrial and organizational behavior is presented in this paper, which covers substantive issues at both the individual and organizational level in both theoretical and practical terms.
Abstract: An up-to-date handbook on conceptual and methodological issues relevant to the study of industrial and organizational behavior. Chapters contributed by leading experts from the academic and business communities cover substantive issues at both the individual and organizational level, in both theoretical and practical terms.

7,809 citations

Journal ArticleDOI
TL;DR: This article reviewed the book "A Theory of Goal Setting and Task Performance" by Edwin A. Locke and Gary P. Latham and found it to be a good introduction to goal setting and task performance.
Abstract: The article reviews the book “A Theory of Goal Setting and Task Performance,” by Edwin A. Locke and Gary P. Latham.

5,435 citations


"The effects of feedback interventio..." refers background in this paper

  • ...They have demonstrated convincingly that it is possible to increase the likelihood that the goal will be attained, rather than acting on any other behavioral option, by a goal-setting intervention (Locke & Latham, 1990)....

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  • ...Furthermore, there is ample empirical evidence that multiple standards influence the affective reaction to FIs (Bandura, 1991; Ilgen, 1971; Ilgen & Hamstra, 1972; Kluger et al., 1994; Locke & Latham, 1990)....

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  • ...…concept of feedback as a central component: control theory, also known as cybernetics, (Annett, 1969; Podsakoff & Farh, 1989), goal setting theory (Locke & Latham, 1990), multiple-cue probability learning paradigm (MCPL; Balzer, Doherty, & O'Connor, 1989), social cognition theory (Bandura, 1991),…...

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  • ...Therefore, the law of effect was blamed by some for hindering FI research (e.g., Adams's review , 1978; Locke & Latham, 1990)....

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  • ...The derivation of feedback sign may be a complicated process because feedback is frequently compared with more than one internal standard (e.g., Lewin et al., 1944; Locke & Latham, 1990)....

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