Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback |
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| Authors: | Nadin Beckmann Jens F Beckmann Julian G Elliott |
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| Institution: | 1. Australian School of Business, Accelerated Learning Laboratory, University of New South Wales, Sydney, NSW 2052, Australia;2. School of Psychology, University of Sydney, Brennan MacCallum Building (A18), Sydney, NSW 2006, Australia;3. School of Education, Durham University, Leazes Road, Durham DH1 1TA, United Kingdom;1. Department of Surgery, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania;2. Department of Psychology, University of Utah, Salt Lake City, Utah;1. Department of Psychology, LMU Munich, Germany;2. Faculty of Behavioural and Social Sciences, University of Groningen, the Netherlands;3. Mathematics Institute, LMU Munich, Germany |
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| Abstract: | This study takes an individual differences' perspective on performance feedback effects in psychometric testing. A total of 105 students in a mainstream secondary school in North East England undertook a cognitive ability test on two occasions. In one condition, students received item-specific accuracy feedback while in the other (standard condition) no feedback was provided. While accuracy feedback had, on average, no effect on test performance, differential effects were observed. Performance goal orientation and self-confidence moderated feedback effects on performance. The provision of accuracy feedback seemed to have performance optimising effects upon test takers with high performance goal orientation in combination with low self-confidence. The implications of these findings in relation to the validity of findings from psychological testing are discussed. |
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