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The Moderating Role of Implicit Person Theory on Feedback For Various Levels of Performance
Başlık:
The Moderating Role of Implicit Person Theory on Feedback For Various Levels of Performance
Yazar:
Katz, Ian M., author.
ISBN:
9780438002050
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (91 pages)
Genel Not:
Source: Masters Abstracts International, Volume: 57-06M(E).
Advisors: Cort W. Rudolph Committee members: Dustin K. Jundt; Edward J. Sabin.
Özet:
The goal of this study was to examine how individuals form evaluations and choose feedback content for students performing at various levels (i.e., well below average performance to well above average performance). I investigated the roles of attributions (i.e., effort and ability) and implicit person theory in how individuals form performance judgments and influence subsequent responses to performance. Two different pedagogical approaches have emerged in the literature as responses to student's performance. First, strategy-oriented feedback conveys to students that performance could change in the future. Second, comfort-oriented feedback communicates to students that the teacher will aid in coming to terms with performance and emphasizing other strengths. I found that attributions for performance mediated the relationship between level of performance, and strategy and comfort-oriented feedback. Also, implicit person theory was expected to moderate the indirect effect of performance on feedback through attributions, such that those with an incremental implicit person theory (i.e., believe traits are malleable) and those with an entity theory (i.e., believe traits are static) would differ on attributions for poor performance but make similar attributions for positive performance; however, the conditional indirect effect was not supported. This work contributes to the body of literature on implicit person theory such that it is the first study in this area to my knowledge to treat performance as a continuous variable. Previous work with implicit person theory and performance judgments has tended to look at evaluations of poor performance, positive performance (i.e., dichotomous), or of performance trends of one individual.
Notlar:
School code: 0193
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(692954.1) | 692954-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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