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How beliefs about the self influence perceptions of negative feedback and subsequent effort and learning

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  • Zingoni, Matt
  • Byron, Kris

Abstract

Whether individuals believe that ability can change through effort (incremental theorists) or is fixed (entity theorists) influences self-regulation in achievement situations – especially in response to failure. Explaining why past studies have found mixed results, our findings from two experiments suggest that individuals’ theory of ability interacts with whether feedback compares their performance to others or to an absolute standard. Further, those who believe or were induced to believe that ability can change through effort found negative absolute feedback highly valuable and relatively unthreatening to their self-concept, which, in turn, was positively associated with effort and learning. In contrast, those who believe or were induced to believe that ability is fixed found themselves in a position of motivational conflict as they perceived negative comparative feedback as valuable but also highly threatening. Perhaps because threat is cognitively consuming, our results suggest that threat inhibited learning.

Suggested Citation

  • Zingoni, Matt & Byron, Kris, 2017. "How beliefs about the self influence perceptions of negative feedback and subsequent effort and learning," Organizational Behavior and Human Decision Processes, Elsevier, vol. 139(C), pages 50-62.
    • Handle: RePEc:eee:jobhdp:v:139:y:2017:i:c:p:50-62
    DOI: 10.1016/j.obhdp.2017.01.007
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    References listed on IDEAS

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    1. Moore, Don A. & Klein, William M.P., 2008. "Use of absolute and comparative performance feedback in absolute and comparative judgments and decisions," Organizational Behavior and Human Decision Processes, Elsevier, vol. 107(1), pages 60-74, September.
    2. Mathur, Pragya & Jain, Shailendra Pratap & Hsieh, Meng-Hua & Lindsey, Charles D. & Maheswaran, Durairaj, 2013. "The influence of implicit theories and message frame on the persuasiveness of disease prevention and detection advocacies," Organizational Behavior and Human Decision Processes, Elsevier, vol. 122(2), pages 141-151.
    3. Tabernero, Carmen & Wood, Robert E., 1999. "Implicit Theories versus the Social Construal of Ability in Self-Regulation and Performance on a Complex Task," Organizational Behavior and Human Decision Processes, Elsevier, vol. 78(2), pages 104-127, May.
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    Cited by:

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    2. Valeriya Ershova & Iuliia Gerasimova & Anastasia Kapuza, 2021. "Math Is Not for Girl? Investigating the Impact of e-Learning Platforms on the Development of Growth Mindsets in Elementary Classrooms," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 91-113.

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