Performance feedback and self-focused attention in the classroom: When past and present interact

Authors: Brunot S.; Huguet P.; Monteil J-M.

Source: Social Psychology of Education, Volume 3, Number 4, 1999 , pp. 271-293(23)

Publisher: Springer

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Abstract:

An experiment tested the impact of performance feedback on self-focused attention in high and low achievers. On the basis of previous research, which suggested that inconsistent feedback (i.e., feedback which contradicts one’s performance history) receives considerable attention, it was predicted that such feedback would increase self-focus regardless of its valence (i.e., positive or negative). As predicted, high achievers were more self-focused when receiving failure feedback than when receiving success feedback or no feedback. The low achievers were more self-focused when receiving success feedback than when receiving failure feedback or no feedback. These findings are discussed in relation to Kluger and DeNisi’s (1996) Feedback intervention theory and the literature on self-focused attention.

Keywords: self-focused attention; performance feeback; academic achievement

Language: English

Document Type: Regular paper

Affiliations: 1: Université Blaise Pascal and Centre National de la Recherche Scientifique

Publication date: 1999-01-01