Effects of instructor-delivered sequential evaluative feedback upon student's subsequent classroom-related performance and instructor ratings

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Abstract

128 college students were randomly assigned to 1 of 4 instructor-delivered evaluative feedback conditions (uniformly positive, uniformly negative, negative-to-positive, or positive-to-negative). Expectations for subsequent performance were effectively manipulated by false evaluative feedback. Ss then listened to an audiotaped lecture, after which they took an exam on the lecture (the performance measure). Finally, Ss rated the instructor who gave the audiotaped lecture. The instructor-delivered evaluative feedback manipulation had a significant effect on the Ss' performance and ratings of the instructor, such that performance was better and ratings of the instructor were higher in the uniformly positive condition, followed, respectively, by the negative-to-positive, positive-to-negative, and uniformly negative conditions. (22 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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