Date of Award

2012

Publication Type

Master Thesis

Degree Name

M.A.

Department

Psychology

First Advisor

Greg A. Chung-Yan

Keywords

Social sciences, Psychology, Experiment, Feedback, Goal-setting, Industrial/organizational psychology, Motivation, Work motivation

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

This study explored the influence of performance appraisal feedback (i.e., developmental, evaluative, or no feedback) on task specific motivation and the types of goals (i.e., process, outcome, new and more challenging) participants subsequently set. University students ( N = 159) took part in a class schedule-making task developed by Earley, 1985. Using two 3 (feedback) X 4 (time) mixed repeated measures design Analyses of Covariance (ANCOVAs) with task specific motivation as the dependent variable (analysis 1: intrinsic, analysis 2: extrinsic) and general motivation as covariates (analysis 1: intrinsic, analysis 2: extrinsic) it was found that participants given developmental feedback experienced higher task specific intrinsic motivation over time than participants given evaluative feedback. Bivariate correlations also demonstrated that participants with higher task specific intrinsic motivation were found to set more new and challenging goals (discrepancy creation) than participants with lower task specific intrinsic motivation. Theoretical and practical implications are discussed.

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