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Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback

Beckmann, N.; Beckmann, J.F.; Elliott, J.G.

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Authors



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.

Citation

Beckmann, N., Beckmann, J., & Elliott, J. (2009). Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback. Learning and Individual Differences, 19(2), 277-282. https://doi.org/10.1016/j.lindif.2008.09.008

Journal Article Type Article
Publication Date Jun 1, 2009
Deposit Date Oct 5, 2011
Publicly Available Date Sep 11, 2012
Journal Learning and Individual Differences
Print ISSN 1041-6080
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 19
Issue 2
Pages 277-282
DOI https://doi.org/10.1016/j.lindif.2008.09.008
Keywords Reasoning test, Accuracy feedback, Goal orientation.

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Copyright 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





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