Competence feedback, task feedback, and intrinsic interest: An examination of process and context☆
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Computer-based knowledge of results feedback in different delivery modes: Effects on performance, motivation, and achievement emotions
2021, Contemporary Educational PsychologyCitation Excerpt :Moreover, feedback has been shown to create feelings that are similar to feelings of reward and punishment (Tricomi & DePasque, 2016), which may direct students’ attention towards their individual test-taking behavior. Task-level feedback has also been shown to potentially increase interest compared to a no-feedback control condition; this might be related to higher levels of test-taker satisfaction and curiosity (Sansone, 1989). Likewise, KR feedback might increase the intrinsic value of a task in terms of higher enjoyment (also defined as an achievement emotion; see, e.g., Pekrun, 2006).
Social dynamics of a population-level dashboard for antimicrobial stewardship: A qualitative analysis
2021, American Journal of Infection ControlCitation Excerpt :A practical take-home message from this qualitative theme for CCDS designers is that clear, easily available metadata (information about data sources and methods of collection) may be particularly valuable in the context of external interventions that are intended to modify clinical practices via performance feedback.24 In this QI project, individuals’ task feedback (eg, how many days before clinicians narrowed antibiotic care) was accompanied by normative feedback (ie, as compared to other institutions or individuals within a facility).25-28 Our finding that providers view their local peer group as a more meaningful frame of reference for their prescribing practices than guideline concordance is congruent with the cognitive psychology literature.
Which EEG feedback works better for creativity performance in immersive virtual reality: The reminder or encouraging feedback?
2019, Computers in Human BehaviorCitation Excerpt :However, there is also a lot of feedback that is considered to hinder participants’ learning activities (Klueger & DeNisi, 1996). The effect of feedback on learning activities depends on the feedback method, task objectives, and task complexity (Sansone, 1989). With the development of technology, new feedback methods are being introduced (Scheeler, Ruhl, & McAfee, 2004).
The effects of feedback on students' achievement goals: Interaction between reference of comparison and regulatory focus
2017, Learning and Instruction
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Portions of this research were supported by grants from the Biomedical Research Support Grant Program, Division of Research Resources, National Institutes of Health (BRSG S07 RR07092), and from the Spencer Foundation.