An assessment of the effects of feedback on the performance standards of type A and type B children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Alan Richard Cook (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Rosemery Nelson

Abstract: Setting high performance standards has been suggested as a key to the development of Type A behavior. While Type A adults set higher goals than type B's, the present study was novel in determining if Type A and B children differ in the goals they set and in assessing the effect evaluative feedback might have on these goals. A biracial group of fourth and fifth grade boys served as subjects. Eighty children were identified as Type A or B based on extreme scores on the Matthews' Youth Test of Health, with ten of each type assigned to one of four feedback conditions. Prior to working on each of six puzzles, the child estimated his performance. All children received veridical performance feedback following each puzzle. One group received this type of feedback only. The other groups also received predetermined evaluative feedback that their performance was above average, average, or below average. After the fifth and sixth puzzles, all children were told that their performance was commendable.

Additional Information

Language: English
Date: 1986
Personality and academic achievement
Feedback (Psychology)

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