Dissertations / Theses on the topic 'Feedback attribution'

While the role of attributional feedback on student learning and achievement has been previously studied in laboratory settings, the importance of these types of feedback in real-time classroom settings is yet to be examined. This study attempted at exploring whether attributional feedback is present in interactions between teachers and students in natural classroom settings and how much they contribute to students' achievement in mathematics. Using an observational coding system, 55 one hour mathematics classrooms were coded for three different types of attributional feedback: direct attributional feedback, indirect attributional feedback, and strategy feedback. Direct attributional feedback consisted of explicit statements that were effort-oriented, ability- oriented, or knowing-oriented. Indirect attributional feedback consisted of teacher behavior that implicitly conveyed attributional messages to students. Behaviors such as unsolicited offers of help, giving credit to students, abandoning students, and calling out student name publicly were coded as indirect attributional behavior in this study. In addition, "why", "how", "what" strategy questions and strategy statements were coded as strategy feedback in this study. The results of this study indicated that while both direct and indirect attributional feedback are present in natural classroom settings, there is a significant difference between the number of times each type occurs. Teachers are more likely to convey attributional messages to students through indirect behavior compared to explicit attributional statements. When these types of feedback were examined in a model predicting students' mathematics achievement scores, the results showed that attributional feedback on their own significantly predicted student achievement but when it was combined with strategy feedback a stronger association with achievement scores occurred. Amazingly, it should be noted that in this model, direct attributional feedback indicated a negative association with mathematics achievement whereas indirect attributional feedback and strategy feedback indicated a positive association. These findings reveal that attributional feedback play an important role in student achievement in mathematics and the most effective way to present students with these types of feedback is to convey them indirectly and in combination with strategy feedback.

This essay provides an analysis of five examples of written feedback on a speech assignment completed for an English as a foreign language (EFL) class by second-year students of upper secondary school. The essay aims to shed light on how feedback is formulated and how it is interpreted as a part of a textual dialogue between teacher and student. The analysis focuses on three separate sources of data: an interview with the students, examples of feedback and a short teacher interview. This dataset provides an insight to the process of the students’ reception and interpretation of the feedback and allows an analysis of the correspondence between what the teacher tries to communicate and what the students in their turn understand from the feedback. Two theories applied in this research include 1) attribution theory and 2) speech act theory, which attempt to show how the students reflect on their achievements and apply feedback to their own development. The feedback is interpreted on two different occasions. First, the textual feedback was coded, and an analysis model was developed based on two characteristics of in-text feedback: directive and expressive functions. The findings suggest that more specific feedback should be provided, and a deeper awareness among teachers of how students interpret their feedback would aid the students’ learning process.

The presentation was held online due to Corona.

Over the past few years there has been growing interest in the study of leadership styles and organisational culture. Internal issues and external environment challenge the leadership of manufacturing organisations, Scarborough(2001). The focus of the research was to gain insight into the transformational leadership of manufacturing organisations. Although leadership scholars have generated a significant stream of research on transformational leadership, there has been a lack of attention to the specific features in the context of transformational leadership such as contingency theories, attribution theory, and organisational culture. The study investigates the effects of transformational leadership on situational determinants and organisational culture in manufacturing organisations in Pakistan. Podsakoff et al, (1990) a 23-item measure of transformational leadership inventory questionnaire was employed to evaluate transformational leadership in manufacturing organisations. The objectives of this research study are: Firstly to study transformational leadership in Pakistani manufacturing organisations. Secondly to study transformational leaders' behaviour in manufacturing organisations with respect to situational determinants, i.e., situation strength, attribution theory, feedback, and organisational culture. Thirdly to develop hypotheses concerning the relationship between transformational leadership, and situational determinants and to develop a model of relationship between transformational leadership, situational determinants and organisational culture. Lastly, to suggest further research guidelines for transformational leadership phenomena and leadership in Pakistani manufacturing organisations. Results from the research show that transformational leaders tend to create weak situations for their followers in manufacturing organisations; they favour discretion to their followers and delegate decision-making to followers. Transformational leaders also tend to make external attributions for the causes of poor performance in their organisations, and assume follower's mistake as a learning experience. They try to establish close contact with their followers and seek feedback directly from followers. Transformational leaders favour clan type culture more in their manufacturing organisations; however adhocracy culture is not completely ignored. A new leadership alignment model incorporating various concepts focusing on leadership style, organisational leadership, and situational strength has been introduccd. Results from the data analysis indicate that there is a need to train more leaders in Pakistani manufacturing organisations to benefit from the transformational leadership style, as it has beene stablished that transformational leadershipis an influential form of leadership clearly associated with high levels of individual and organisational performance(, Shamir & Kark, 2002). As pointed out by Bass, (2002) leaders will be prized for their innovativeness, responsiveness, and flexibility, all linked to their frequency of transformational leadership behaviour.

Ce travail de thèse s'inscrit dans lignée des travaux de Mueller et Dweck (1998) et visait à étudier l'effet des compliments (ou feedback attributionnels) de capacité et d'effort sur les buts, l'implication, les attributions causales et les performances des élèves. Au-delà de l'aspect réplication, notre objectif était d'examiner l'effet d'interaction entre les compliments et les attributions d'échec sur les performances. Dans une série de quatre études, des élèves de cinquième année de primaire recevaient un compliment de capacité ou d'effort pour leur réussite à une première série d'exercices de difficulté moyenne puis indiquait leur préférence pour un but. Après une deuxième série d'exercices très difficile, les élèves recevaient un feedback négatif et devaient communiquer leur implication dans la tâche et les causes de leur échec. Enfin, une troisième série d'exercices de difficulté moyenne permettait d'évaluer à nouveau leurs performances. Nous ne retrouvons aucun des résultats observés par Mueller et Dweck (1998). En revanche, les résultats pointent le rôle des attributions dans la relation entre le compliment et les performances. L'une des études, conduite parallèlement en France et en Chine, révèle des effets distincts du compliment selon les cultures. Deux études supplémentaires nous ont permis de tester nos hypothèses en regard de la non-réplication des résultats. La première se pose en termes de développement différencié de la compréhension des notions d'effort et de capacité. La seconde est d'ordre méthodologique et concerne l'effet du feedback positif simple donné conjointement au compliment. Les résultats vont dans le sens de la première hypothèse
In line with Mueller and Dweck (1998) framework, this thesis work aimed at studying the effects of praise (or attributional feedback) for effort or ability on pupils' goals, implication, causal attributions and academic performances. Beyond replication aspect, our goal was to examine the interaction effect between praise and failure attributions on performances. In a series of four studies, fifth graders received ability or effort praise for their success on a first set of exercises of moderate difficulty and pointed out their goal preference. After a second difficult set of exercises, pupils received negative feedback and were asked about their task implication and their failure attributions. Finally, a third set of exercises of middle difficulty allowed us to reevaluate their performances. None of the results observed by Mueller and Dweck (1998) appeared. However, results pointed out the role of causal attributions in the relation between praise and performances. One of these studies realized in the same time in France and China revealed different effects of praise according to the cultures. Two additional studies allowed us to test our hypotheses about the nonreplication of the results. The first one dealt with the differentiated development of the understanding of effort and ability notions. The second one was of methodological order and concerned the effect of simple positive feedback jointly given with praise. The results support the first hypothesis

The present investigation examined the effects of three factors - feedback sign, performance discrepancy, and attributional discrepancy - on reactions to feedback as measured by three groups of dependent variables (reactions against the feedback itself, reactions against the feedback source, and reactions against the feedback system). Hypothesis 1 was supported in that feedback sign affected feedback reactions as predicted. Hypotheses 2 and 3 were not supported as feedback sign did not interact in the expected manner with performance discrepancy or attributional discrepancy. However, performance discrepancy and attributional discrepancy were identified as important determinants of feedback reactions as well. The results of this study are discussed with respect to control theory and implications for organizational settings. Suggestions are made regarding the direction of future research.
Ph. D.

This study investigates the post-performance effects of stereotype threat. Undergraduate students (N = 130) classified as either strongly- or weakly- identified with academics were told a diagnostic anagram task either typically shows poorer performance for their gender (stereotype threat) or no gender differences (no stereotype threat), and received arbitrary positive or negative feedback on an initial task. They later performed a second anagram task. Results indicate a 2-way interaction between stereotype threat and academic identification among those who received negative feedback. Negative feedback under stereotype threat did not harm performance for participants strongly-identified with academics, but did harm performance for participants weakly-identified with academics. This same 2-way interaction within the negative feedback condition also predicted post-feedback levels of identification as a college student, though it did not seem to affect post-feedback levels of academic identification. Strongly-identified participants receiving negative feedback identified less as a college student if they were under stereotype threat while weakly-academically identified participants identified more. Levels of post-feedback identification as a college student negatively predicted performance.

The research programme is a multimethod study, which examined how effective a collaborative teacher centred professional development process informed by constructivism, was in training teachers and paraprofessional staff to use attributional feedback in their classrooms. The study was focused on improving the self-concept of children aged four to six years of age in their classrooms through the use of attributional feedback strategies used by their teaching staff. The use of a multimethod approach allowed a wide range of data to be collected across three discourses: self-concept in children under seven years, the use of attributional feedback to improve self-concept in the classroom, and the use of a collaborative teacher centred professional development process informed by constructivism. Staff from five preschool centres working with nine class groups were involved in the study. These staff were invited to volunteer to be part of a professional development process which would improve their knowledge of self-concept in children aged four to six years of age. The other aim of the professional development process was to assist staff to learn new skills which help them to improve the self-concept of their students. The thesis tells the story of the development and progress of the professional development process which was informed by constructivism. This process was guided and monitored using Hand and Treagust's (1995) five criteria as a framework. Initially the staff were provided with some professional understanding of self-concept and attributional feedback to provide a starting point for their individual learning process. From that point, the professional development process was directed by the participants with the researcher in the role of group facilitator in a series of workshops. Staff from four centres participated in the workshops with staff from one centre electing to work with the researcher individually rather than joining the group. The progress of staff through Hand and Treagust's (1995) five criteria was studied using qualitative measures including staff diaries, questionnaires, interviews, and the diary notes of the researcher/facilitator. The story of their progress is detailed for the whole group and for each of the centres individually in a case study approach. The staff in each preschool centre learnt and used the attributional feedback skills successfully. The staff in the centre which did not take part in the collaborative workshop programme provided a comparison in the study because they did not demonstrate the same level of learning and progress as those who were part of the workshop programme. The story of the effect of the use of attributional feedback in the centres is exciting with children quickly learning the format of the feedback messages then using them appropriately with peers, visitors and most importantly for themselves. The response of students to the feedback further excited staff who were then encouraged to use even more feedback strategies with their students. The other aspect of this study was the measurement of the effect of attributional feedback on the self-concept scores of these young children in the classroom. The self-concept of all children involved in the study was measured using Bornholt's (1996) Aspects of Self Knowledge about Activities (ASK-KIDS) and Burnett's (1997) Behavioural Indicators of SelfEsteem checklist. These instruments were used at the beginning of the study, after eight weeks of intensive attributional feedback intervention and eight weeks after the end of the intensive intervention was completed. After the self-concept of the 95 children was measured with these instruments for the first time, three students whose self-concept scores were low were selected from each preschool group to form the case study group. The 27 children selected in the case study group were given intensive attributional feedback by staff for the first eight weeks of the intervention while all other students received more general attributional feedback as part of the general preschool programme. At the end of the eight weeks the intensive feedback for case study students finished and they were treated in the same way as other students receiving more general feedback. Data from the quantitative measures indicated that the self-concept scores of all students had improved by the second administration of ASK-KIDS and BIOS although the case study students had not improved in as many facets of self-concept as the non-case study students. By the third administration of the two measures, case study students had improved in more facets of self-concept than the non-case study students. These findings indicated that the selfconcept scores of all students improved and while improvement of the self-concept scores of the case study students took longer with more intensive feedback, data indicated that they improved across more facets of self-concept than the non-case study students. This positive effect was measured in all three areas of self-concept, academic, social and physical. While the study was limited by sample size and local features, the findings do indicate that the use of a collaborative teacher centred professional development process informed by constructivism was effective in training teachers and paraprofessionals to use attributional feedback in their classrooms. The results also indicate that attributional feedback can be used successfully by teachers in classrooms to have a positive effect on the self-concept of their students, even when those students are as young as four to six years of age.

The primary purpose of the present study was to investigate the joint effects of culture and attribution of outcome feedback on reasoning performance. This study attempted to address four major research questions: (a) Do Canadian and Chinese students have different cultural values and causal attribution patterns? (b) Do pre-experimental individual differences in causal attribution patterns lead to differences in Canadian and Chinese students' inductive reasoning performance? (c) Does attribution of outcome feedback affect Canadian and Chinese students' inductive reasoning performance? (d) Do Canadian and Chinese students conduct deductive reasoning differently as a function of outcome feedback and reasoning task contents? A total of 120 college students (60 Canadian and 60 Chinese) performed three phases of computerized experimental tasks. The research design involved 2 types of culture groups (Canadian and Chinese) under 3 conditions of outcome feedback (success, failure, and control) as two independent variables. The dependent variables observed were the number of instances used or correct responses made and response time, when possible. In terms of culture differences, Canadian students appear to be distinct and articulate about the matters of socio-cultural values, while Chinese students are relatively less distinct and articulate. When making attribution for other people's success, both Canadian and Chinese students held internal factors (i. e., good effort and high ability) as responsible. When accounting for other people's failure, Canadian students picked controllable factors (i.e., lack of effort), while Chinese students picked both controllable and uncontrollable factors (i.e., largely lack of effort and occasionally difficult task) as the reasons. However, following the success outcome feedback about their own reasoning performance, Canadian students emphasized mostly high ability and, occasionally, effort as the reasons, while Chinese students picked mostly good luck and, occasionally, high ability. Given the failure outcome feedback about their own task performance, Canadian students attributed to lack of effort and bad luck as causes, while Chinese students exclusively picked lack of effort as the explanation. Chinese subjects' inductive and deductive reasoning performances remained relatively unswayed by success or failure outcome feedback, whereas Canadian subjects' reasoning performance remained good only when success feedback was received. When failure feedback was provided, Canadian subjects' reasoning performances deteriorated and remained poor throughout the experiment. While Chinese students' reasoning performance is not predictable from their low-ability attribution of other people's failure outcome, Canadian students' reasoning performance is highly predictable; that is, the more they attributed others' failure to low ability, the faster they completed the culture-fair inductive reasoning task. On the other hand, when making attribution based on their own experience, given success feedback, Canadian students attributed their performance to their high ability. Given failure feedback, Canadian students attributed their performance to their lack of effort, with improved performance commensurable to their verbal causal attribution. The present findings indicate that Canadian and Chinese college students showed differences in causal attribution patterns, depending on when they explain others' success/failure experiences or their own, and further that upon receipt of failure outcome feedback, Canadian students' reasoning performance deteriorated, while Chinese students' performance remained insensitive to success or failure outcome feedback. Further fine-grained analyses of such causal attribution patterns interacting with outcome feedbacks and cognitive performance needs some more careful studies.

The primary purpose of this study was to test the attribution theory of motivation cross-culturally by comparing performance and attribution patterns on inductive rule learning in two different cultures (Canadian & Korean) within the framework of collectivism vs. individualism. Two hypotheses were formed: 1) Korean and Canadian students would show differences in attribution patterns following success or failure outcome due to different cultural emphasis. 2) Given the effort attribution of failure, Korean students would perform more accurately on the reasoning task than Canadian students, and given higher ability attribution of success, Canadian students may perform better or at least equally as well as Korean students. A Total of 120 grade seven students (60 Canadian and 60 Korean) from a middle-class community from Korea and Canada participated in the computerized experimental tasks. The research design involved two culture groups (Canadian and Korean) and three outcome feedback (control, failure, and success), as independent variables, and the number of instances, response rate and accuracy on the inductive reasoning tasks as dependent variables. Findings of this study indicate that Canadian culture may not be defined as more individualistic than Korean culture. The study results did not provide a clear cut distinction of collectivistic vs. individualistic cultures between Korean and Canadian cultures. In terms of attribution patterns, both culture groups showed similar patterns, but different from Weiner's theory of motivation, not only effort but also ability attribution influenced positively the accuracy of performance on the subsequent task upon receiving failure feedback. Given failure feedback, Korean grade seven students performed better, while Canadian counterparts' performance level on the subsequent task deteriorated with failure feedback. Further research on cross-cultural study of attribution theory has been suggested along with educational implications.

BACKGROUND: Audit and feedback interventions have the potential to improve clinical care. Electronically captured administrative and clinical data routinely collected in Canadian hospitals may be used to provide feedback to physicians in general medicine in-patient care. The computation of appropriate quality indicator requires patient care to be attributed to individual physician(s). The appropriate attribution method in contexts where multiple physicians are involved in the care with varying degree of responsibilities that change over time is not straight forward. There has so far been little guidance in the literature of how to best accomplish this. The objective of this study is to identify trade-offs of different physician attribution methods by applying them to the same large clinical dataset. METHODS: A retrospective cohort study was conducted using the GEMINI dataset consisting of administrative and clinical data of hospitalized patients discharged from General Medicine service between April 1, 2010 and October 31, 2017 extracted from electronic systems at 7 hospitals in the Greater Toronto Area. A set of four quality indicators (length of stay, 30-day re-admission, in-patient mortality, use of advanced imaging) used in an audit and feedback intervention was calculated for each physician using 5 different physician attribution methods: STRICT (only patients with the same admitting, discharging, and most responsible physician with length of stay less than 14 days were included to capture those patients whose care was provided by only 1 physician), ADMIT (attribute care to admitting physician), DISCHARGE (attribute care to discharging physician), MRP (attribute care to most responsible physician), and ANY (attribute care to admitting, discharging, and most responsible physicians). The comprehensiveness and comparability of each attribution method were calculated. The actual differences of the indicator value and physician ranking for each indicator was compared between each pair of attribution methods. RESULTS: 222,490 hospitalization cared for by 203 physicians were included. STRICT attribution method was least comprehensive, capturing only 40% of patients cared for by a physician), while ADMIT, DISCHARGE, and MRP captured 70% of patients. All attribution methods produced patient populations for individual physicians that were comparable to those seen at each hospital. STRICT attribution method resulted in length of stay values 4.7 to 6.8 days shorter than other attribution methods and had poor rank correlation of physicians when compared to other attribution methods (spearman rank correlation 0.27 to 0.52). Absolute differences for the other 3 indicators were small between all attribution methods, and relative ranking of physicians were reasonably preserved (strong or very strong rank correlation). INTERPRETATION: Different attribution methods have different comprehensiveness, but all produced mostly comparable patient populations for physicians. Certain attribution method can affect apparent physician performance for some quality indicators but not others. The impact of physician attribution methods deserve consideration during the design of audit and feedback interventions.
Graduate

碩士
國立體育學院
體育研究所
89
The purposes of this study were: 1.to explore the effects of self-handicap and competition situation on sport practicing behavior; 2.to explore the effects of self-handicap, competition situation, and feedback style on sport performance; and 3.to explore the effects of self-handicap, competition situation, and feedback style on attribution. The subjects were 128 students (male 32, female 96) selected from Tak-Ming Institute of Technology. The subjects were administered Sport Self-Handicap Scale and Attribution Questionnaire. The experimental task was backhand short service of badminton. The findings were as follows: 1.The subjects with high self-handicap under the competition condition didn’t have the tendency of self-handicap. 2.There was no difference of sport practicing behavior between the subjects with high/low self-handicap. 3.There was no difference between the subjects under with/without competition situation. 4.The subjects with high self-handicap had poor sport performance than that of the subjects with low self-handicap under summary feedback and without competition situation. 5.The subjects with competition situation had better sport performance than that of the subjects without competition situation under high self-handicap and summary feedback. 6.The subjects with immediate feedback had better sport performance than that of the subjects with summary feedback under high self-handicap and without competition situation. 7.There was no difference of sport performance between the subjects with high/low self-handicap. 8.There was no difference of sport difference between the subjects under with/without competition situation. 9.The subjects given immediate feedback had better sport performance than that of the subjects given summary feedback. 10.The subjects with high self-handicap had less ability attribution than that of the subjects with low self-handicap under with competition situation. The subjects with competition situation had more ability attribution than that of the subjects without competition situation under low self-handicap. 11.The subjects given immediate feedback had less emotion attribution than that of the subjects given summary feedback under without competition situation. 12.The subjects with high self-handicap had more lucky and emotion attribution than those of the subjects with low self-handicap. 13.The subjects under with competition situation had less work-hard attribution and more ability attribution than those of the subjects under without competition situation. 14.There was no difference of attributions between the subjects given immediate feedback and summary feedback. Based on the results and findings of this study, some applications and further research suggestions were offered.

碩士
國立政治大學
心理學系
105
With the development of science, technology and globalization, it would be difficult for employees to maintain competitiveness and grow career success if they do not learn and improve their skills continuously. Feedback seeking has become a way for a person in workplace to understand their own performance and others’ expectations of their own. As the trend of literature development has shown, the topic about feedback is gradually transferred to focus on a more positive side. However, previous studies only emphasizing subordinate’s view of searching for feedback, only with little focus on superviser’s aspect of receiving feedback. In addition, previous research lack of the understanding about the content of feedback. This study will explore the impact subordinate’s feedback seeking behavior may have on the mentoring function which supervisor provide. Also, this study will manage supervisor’s attrinution as the mediating role between feedback seeking and mentoring, and test perceived emotional labor as a moderating role between feedback seeking and attribution. Questionnaire survey method and statistical methods were used to analyze and test the hypothesis. 202 pairs of effective data were analyzed by statistical methods and results show that subordinates’ work-related feedback had significant impact in predicting performance-enhancement attribution. Performance-enhancement a strong predictor on career mentoring function. This study did not find attribution and perceived emotional labor as mediator and moderator. However, additional analysis was done and shown that proactive behavior of subordinates can moderate the effect of non-work related feedback to impression management attribution. Finally, theoretical contributions, limitations of the study and suggestions for future research are discussed.

There are a lot of companies and employees dissatisfied with the existing performance appraisal systems. It is well known and studied in the literature that performance feedback has a huge impact on learning and achievement of the employees, so it turns out to be very important to understand this process and all the variables that may influence it. It is studied that the social context in which the feedback process is embedded may influence employees’ reactions to the feedback. Leader-Member Exchange and age dyadic differences are some of the variables that have been studied in the leadership literature. This study now addresses how the connection between Leader-Member Exchange and age dyadic differences is related with the satisfaction with the feedback and the leader, especially in a poor feedback scenario. To understand this connection, we studied the role of attributions as a mediator of this process. The data collected for this study was obtained from a sample of 103 employees from Portuguese companies with performance appraisal systems. In general, results revealed that Leader-Member Exchange has an impact in the satisfaction with the feedback and with the leader, External and Unstable Attributions mediate the relationship between Leader-Member Exchange and the satisfaction with the leader only when the employee is older than the leader and age differences moderate the mediation of the relationship between Leader-Member Exchange and external and unstable attributions. The implications of these findings for both theory and practice are discussed in this study.
Existem, nos dias de hoje, muitas empresas e colaboradores insatisfeitos com os sistemas de avaliação de desempenho em prática. É bem conhecido e estudado na literatura que os sistemas de avaliação de desempenho e "feedback" têm um enorme impacto nos processo de aprendizagem e no desempenho dos colaboradores, pelo que se torna fundamental perceber estes processos e todas as variáveis que os podem influenciar. Estudos anteriores mencionaram que o contexto social em que o "feedback" é fornecido pode influenciar as reações ao "feedback". As diferenças de idade entre líderes e colaboradores e a teoria "Leader-Member Exchange" também têm vindo a ser exploradas em estudos anteriores de forma a explicar as reações dos colaboradores ao "feedback" recebido. Este estudo aborda a relação entre LMX e a diferença de idades com a satisfação com o "feedback" e com os líderes, especialmente num cenário de "feedback" negativo. Para percebermos esta conexão, estudámos a Teoria da Atribuição e tentámos perceber o papel das atribuições como mediador desta relação. Os dados recolhidos para este estudo foram obtidos a partir de uma amostra de 103 colaboradores pertencentes a empresas portuguesas com sistemas de avaliação de desempenho. Em geral, os resultados revelaram que "LeaderMember Exchange" tem impacto na satisfação com o "feedback" e com os líderes, as atribuições com locus de controle externo e instáveis funcionam como mediador da relação entre "LeaderMember Exchange" e a satisfação com o líder (apenas quando o colaborador é mais velho que o líder) e as diferenças de idade funcionam com moderador da mediação entre "Leader-Member Exchange" e atribuições com locus de controle externo e instáveis. Neste estudo, são discutidas as implicações dos resultados na teoria e na prática.