Beckmann, N. and Beckmann, J.F. and Elliott, J.G. (2009) 'Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback.', Learning and individual differences., 19 (2). pp. 277-282.
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.
|Keywords:||Reasoning test, Accuracy feedback, Goal orientation.|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1016/j.lindif.2008.09.008|
|Publisher statement:||NOTICE: this is the author’s version of a work that was accepted for publication in Learning and individual differences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Learning and individual differences, 19/2, 2009, 10.1016/j.lindif.2008.09.008|
|Date accepted:||No date available|
|Date deposited:||11 September 2012|
|Date of first online publication:||June 2009|
|Date first made open access:||No date available|
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