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Journal articles on the topic 'Feedback (Psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Kaufmann, Yvonne M., Lisa Maiwald, Svenja Schindler, and Florian Weck. "Wie wirkt sich mehrmaliges Kompetenz-Feedback auf psychotherapeutische Behandlungen aus?" Zeitschrift für Klinische Psychologie und Psychotherapie 46, no. 2 (April 2017): 96–106. http://dx.doi.org/10.1026/1616-3443/a000412.

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Zusammenfassung. Theoretischer Hintergrund: Einflüsse von therapeutenorientiertem Kompetenz-Feedback in der Psychotherapieausbildung wurden bislang wenig untersucht. Fragestellung: Wie gehen Ausbildungstherapeuten mit Feedback um? Welchen Einfluss hat ein regelmäßiges Kompetenz-Feedback auf die Qualität psychotherapeutischer Behandlungen (insbesondere Therapiesitzungen, therapeutische Beziehung, Person des Therapeuten, Supervision)? Methode: Elf Therapeuten wurden mithilfe eines halbstrukturierten Interviewleitfadens befragt. Die Auswertung erfolgte mittels qualitativer Inhaltsanalyse nach Mayring (2015) . Ergebnisse: Das auf Basis der Interviews erstellte Kategoriensystem umfasste die Kategorien „Erwartungen an das Feedback“, „Wahrnehmung des Feedbacks“, „Verarbeitung von und Umgang mit Feedback“, „Folgen, Auswirkungen und Veränderungen durch Feedback“ sowie „Verbesserungswünsche“. Schlussfolgerungen: Therapeuten streben eine Umsetzung des Feedbacks an, welches sich auf die Behandlung, die Supervision, die eigene Person und die therapeutische Beziehung auswirkt.

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2

McDowall, Almuth, Minna Harris, and Michelle McGrath. "Feedback: Evidence from psychology for best practice." Assessment and Development Matters 1, no. 3 (2009): 16–19. http://dx.doi.org/10.53841/bpsadm.2009.1.3.16.

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3

Jackson, Kathleen. "Feedback." Clinical Psychology Forum 1, no. 30 (December 1990): 50.4–50. http://dx.doi.org/10.53841/bpscpf.1990.1.30.50c.

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4

Baker, Amanda, Dominique Perreault, Alain Reid, and Céline M. Blanchard. "Feedback and organizations: Feedback is good, feedback-friendly culture is better." Canadian Psychology/Psychologie canadienne 54, no. 4 (November 2013): 260–68. http://dx.doi.org/10.1037/a0034691.

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5

Goor, Mark B., Sandra S. Weeks, Gina L. Lomax, and Stephen F. Davis. "Topics and Comments: A Student-Feedback Technique for Evaluating the Influence of an Instructional Approach." Psychological Reports 72, no. 2 (April 1993): 459–65. http://dx.doi.org/10.2466/pr0.1993.72.2.459.

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An easily implemented, student-feedback technique, which indexes the influence of a lesson by evaluating students' recall of key topics and relevant comments made during class, is assessed by analyzing feedback collected after two types of lessons. Seven instructors requested feedback from 259 students in ten sections of introduction to psychology. Data indicate that this student-feedback process is sensitive to instructional approaches. Specifically, when comparing lecture presentations with student-centered activities in introductory psychology classes, feedback varied in terms of (a) the way students phrased the key idea, (b) the percent of comments attributed to instructors versus peers, (c) the relevance of those comments, and (d) students' agreement on the main idea of the lesson.

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Norton, Lin, Rebecca Clifford, Laurence Hopkins, Istra Toner, and Bill (J C. W. ). Norton. "Helping Psychology Students Write Better Essays." Psychology Learning & Teaching 2, no. 2 (June 2002): 116–26. http://dx.doi.org/10.2304/plat.2002.2.2.116.

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The paper reports on an intervention to help psychology students write better essays by using an Essay Feedback Checklist (EFC). A sample of first year and third year psychology students were asked to rate their own essays in terms of how confident they felt they had been in meeting the departmental assessment criteria. Tutors used the same rating scale when marking the essays and used any mismatches between their rating and that of the student to target their feedback. The aims of the study were to look at the effects of using the EFC in i) writing an essay and ii) clarifying written tutor feedback. Findings showed some mismatches between students and their tutors particularly in the third year. Students were mainly positive about the EFC, although some comments indicated that more help was needed. The implications of these findings are discussed in terms of an action research framework and student self-assessment.

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7

Hulme, Julie, and Mark Forshaw. "Effectiveness of Feedback Provision for Undergraduate Psychology Students." Psychology Learning & Teaching 8, no. 1 (January 2009): 34–38. http://dx.doi.org/10.2304/plat.2009.8.1.34.

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8

Kluger, Avraham N., and Angelo DeNisi. "Feedback Interventions." Current Directions in Psychological Science 7, no. 3 (June 1998): 67–72. http://dx.doi.org/10.1111/1467-8721.ep10772989.

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9

Bamberg, Eva. "Feedback – eine Klärung." Gruppendynamik und Organisationsberatung 41, no. 1 (February 23, 2010): 1–3. http://dx.doi.org/10.1007/s11612-010-0099-2.

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10

Wesson, Caroline J. "Introducing patchwork assessment to a social psychology module: The utility of feedback." Psychology Teaching Review 19, no. 2 (2013): 97–105. http://dx.doi.org/10.53841/bpsptr.2013.19.2.97.

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Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work prior to summative submission. Written in the style of patchwork text, an overview of the process of implementing this form of assessment is presented, focusing on the formative feedback process. Patches 1 to 4 outline the background to the patchwork text assessment approach and its implementation on a social psychology module. The process of feedback is evaluated in patch 5 by examining the effect of feedback on students’ grades and by giving consideration to student views of the feedback process. The implementation of this assessment strategy, including the successes and challenges faced as a result of the feedback process, are then reflected upon. Students viewed staff feedback but not peer feedback positively, while staff found the process labour intensive and beneficial to some students only. It is concluded that patchwork text assessment is not suited to modules with a small staff to student ratio.

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11

Jansen-Osmann, Petra, Steffen Beirle, Stefanie Richter, Jürgen Konczak, and Karl-Theodor Kalveram. "Inverse Motorische Modelle bei Kindern und Erwachsenen:." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 34, no. 3 (July 2002): 167–73. http://dx.doi.org/10.1026//0049-8637.34.3.167.

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Zusammenfassung. Neurobiologische Befunde zeigen, dass neuronal kodierte inverse Modelle der Biomechanik des Körpers die Basis menschlicher Bewegungssteuerung bilden. Diese Arbeit untersucht die Rolle visueller Information zur Präzisierung inverser motorischer Modelle bei Kindern und Erwachsenen. Je 8 neun- bzw. fünfjährige Kinder und 8 Erwachsene führten horizontale, zielgerichtete Unterarmbewegungen unter Variation visuellen Feedbacks durch (volles Feedback, partielles Feedback, kein Feedback). Die Bewegungen Erwachsener waren ungenauer, wenn das visuelle Feedback am Anfang und Ende der Bewegung fehlte (partielles Feedback). Das Fehlen visueller Information während der Bewegung führte bei ihnen zu keiner Vergrößerung der räumlichen Zielabweichung. Dagegen waren die Bewegungen beider Kindergruppen ungenauer, wenn visuelles Feedback während der Bewegung fehlte. Die Zielgenauigkeit verbesserte sich jedoch, wenn die Bewegungen zuvor unter visuellem Feedback gelernt wurden. Die Abhängigkeit der Kinder von visuellem Feedback bedeutet, dass sie stärker auf zentrale Regelungsprozesse angewiesen sind. Die mangelnde motorische Steuerung besonders der jüngeren Kinder hat wahrscheinlich zwei Ursachen: Erstens, eine fehlerhafte invers kinematische Transformation (von Zielkoordinaten zu Gelenkwinkeln) und zweitens, ein ungenau parametrisiertes inverses Modell.

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Epstein, Michael L., Beth B. Epstein, and Gary M. Brosvic. "Immediate Feedback during Academic Testing." Psychological Reports 88, no. 3 (June 2001): 889–94. http://dx.doi.org/10.2466/pr0.2001.88.3.889.

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Performance on two multiple-choice testing procedures was examined during unit tests and a final examination. The Immediate Feedback Assessment Technique provided immediate response feedback in an answer-until-correct style of responding. The testing format which served as a point of comparison was the Scantron form. One format was completed by students in introductory psychology courses during unit tests whereas all students used the Scantron form on the final examination. Students tested with Immediate Feedback forms on the unit tests correctly answered more of the final examination questions which were repeated from earlier unit tests than did students tested with Scantron forms. Also, students tested with Immediate Feedback forms correctly answered more final examination questions previously answered incorrectly on the unit tests than did students tested previously with Scantron forms.

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13

Meaklim, H., L. Meltzer, M. Junge, I. Rehm, M. Monfries, G. Kennedy, R. Bucks, and M. Jackson. "P092 Improving Postgraduate Psychology Students’ Sleep and Insomnia Knowledge with a Sleep Education Workshop." SLEEP Advances 2, Supplement_1 (October 1, 2021): A51. http://dx.doi.org/10.1093/sleepadvances/zpab014.136.

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Abstract Introduction Trainee psychologists receive limited sleep and insomnia education during postgraduate study. This study examined the delivery of a sleep psychology training workshop for postgraduate psychology students and examined changes in sleep knowledge from pre- to post-workshop. Methods A 6-hour Sleep Psychology Workshop was delivered to postgraduate psychology students around Victoria. Online pre- and post-workshop questionnaires were used to evaluate changes in sleep psychology knowledge and collect feedback on the workshop. Results The participants were 187 students (82% female, M age = 32), most of whom were in their 5th year of psychology training (69%) and had not received any sleep education during their postgraduate studies at the date of the intervention (77%). Students’ sleep knowledge significantly improved after workshop completion (pre: 56% vs. post: 80% correct), t(107)= -21.41, p < .001. Students provided positive feedback about the workshop, with 96% rating the workshop as excellent/very good and 86% reporting that they would recommend the workshop to other postgraduate students. Overall, 94% of students agreed/strongly agreed that the sleep psychology workshop improved their confidence to manage sleep disturbances in their future psychology practice. Discussion Postgraduate psychology students require sleep and insomnia education. This study demonstrates that students’ sleep psychology knowledge can improve after a 6-hour sleep education and training workshop and provides initial positive feedback about the benefits of sleep and insomnia education for postgraduate students.

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Krings, Rabea, Nicola Jacobshagen, Achim Elfering, and Norbert K. Semmer. "Subtly offending feedback." Journal of Applied Social Psychology 45, no. 4 (October 7, 2014): 191–202. http://dx.doi.org/10.1111/jasp.12287.

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15

Claiborn, Charles D., Rodney K. Goodyear, and Pamela A. Horner. "Feedback." Psychotherapy: Theory, Research, Practice, Training 38, no. 4 (2001): 401–5. http://dx.doi.org/10.1037/0033-3204.38.4.401.

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16

Fengler, Jörg. "Feedback als Interventions-Methode." Gruppendynamik und Organisationsberatung 41, no. 1 (March 2010): 5–20. http://dx.doi.org/10.1007/s11612-010-0100-0.

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17

Waldron, Michelle, and Michael Byrne. "Clinical psychology trainees’ experiences of supervision." Clinical Psychology Forum 1, no. 255 (March 2014): 42–46. http://dx.doi.org/10.53841/bpscpf.2014.1.255.42.

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A survey of clinical psychology trainees profiled their experiences of clinical placement supervision and whether these facilitated development of their competencies. They also highlighted the importance of positive feedback and constructive criticism, reflective supervision, supervision reliability and acknowledgement of transference.

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18

Johansen-Berg, Heidi. "Stimulating feedback." Trends in Cognitive Sciences 5, no. 6 (June 2001): 233. http://dx.doi.org/10.1016/s1364-6613(00)01695-8.

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19

Reddy, Peter, and Vanessa Parson. "Student Response to a Pub Quiz Style First Year Psychology Assessment." Psychology Learning & Teaching 6, no. 2 (September 2007): 154–59. http://dx.doi.org/10.2304/plat.2007.6.2.154.

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The deterioration in staff-student ratios in UK higher education has had a disproportionate impact on assessment and feedback, meaning that contemporary students may have fewer assessments and much less feedback than a generation ago (Gibbs, 2006). Early use of a quiz assessment may offer a blend of social benefits (social comparison, shared problem solving leading to engagement, belonging and continuation), academic benefits (early formative assessment, immediate feedback) and administrative benefits (on-the-spot verbal marking and feedback to 230 students simultaneously). This study sought student views on the acceptability and contribution to learning of the quiz. Social benefits were apparent but difficulties in creating questions to elicit deeper reasoning and problem solving are discussed and the quiz had limited pedagogic value in the eyes of participants. The use of assertion-reason questions are considered as a way of taking the table quiz to a higher level and extending its pedagogic value.

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20

Deeprose, Catherine, and Christopher Armitage. "Giving Formative Feedback in Higher Education." Psychology Learning & Teaching 4, no. 1 (March 2005): 43–46. http://dx.doi.org/10.2304/plat.2004.4.1.43.

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There is substantial interest in increased use of formative assessment in higher education. We report on the introduction of a minimal formative assessment measure. Tutors on a level one undergraduate psychology course provided assessment of individual student contribution to tutorials. Using a combination of rating scales and open-ended questions, we examined student (n = 49) and tutor (n = 8) perceptions of the impact of this assessment measure. Students reported increases in their perceptions of preparation, contribution, motivation and reward as a result of the assessment, whereas tutors did not. Implications for higher education practice and theory are discussed.

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21

Medvedeff, Megan, Jane Brodie Gregory, and Paul E. Levy. "How Attributes of the Feedback Message affect Subsequent Feedback Seeking: The interactive effects of feedback sign and type." Psychologica Belgica 48, no. 2-3 (June 1, 2008): 109. http://dx.doi.org/10.5334/pb-48-2-3-109.

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22

Bannister, Brendan D. "Performance outcome feedback and attributional feedback: Interactive effects on recipient responses." Journal of Applied Psychology 71, no. 2 (1986): 203–10. http://dx.doi.org/10.1037/0021-9010.71.2.203.

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23

Nease, AnJanette A., Brad O. Mudgett, and Miguel A. Quiñones. "Relationships among feedback sign, self-efficacy, and acceptance of performance feedback." Journal of Applied Psychology 84, no. 5 (1999): 806–14. http://dx.doi.org/10.1037/0021-9010.84.5.806.

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24

Sedikides, Constantine, Michelle A. Luke, and Erica G. Hepper. "Enhancing feedback and improving feedback: subjective perceptions, psychological consequences, behavioral outcomes." Journal of Applied Social Psychology 46, no. 12 (September 12, 2016): 687–700. http://dx.doi.org/10.1111/jasp.12407.

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25

Cormack, Sophie. "Increasing interest in cognitive psychology using scenario–based assessment." Psychology Teaching Review 20, no. 2 (2014): 39–48. http://dx.doi.org/10.53841/bpsptr.2014.20.2.39.

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Students often perceive cognitive psychology as an abstract and difficult subject with little intrinsic interest. When student feedback identified problems with the traditional essay assessment in a cognitive psychology module, action research led to the development of a forensic scenario–based assessment which successfully increased student interest in cognitive psychology. Reflections on the meaning of assessment led to a reframing of the purpose of the taught classes to serve the assignment, an approach favoured by students that staff had previously resisted. The focus shifted from delivery of content to facilitating students in the assignment work. The complexity and richness of the scenario guaranteed interesting class discussions, helped students practice applying their knowledge of psychology, and inspired students to explore the literature creatively. Observation and student feedback led to further refinements, eventually generating not just increased student enthusiasm but also a significant increase in performance.

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Kottke, Janet L. "Students as Peer Critics of Writing in a Psychology Course." Psychological Reports 62, no. 1 (February 1988): 337–38. http://dx.doi.org/10.2466/pr0.1988.62.1.337.

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In this study of whether feedback from students improved peers' writing 56 students in a medium-size class of introductory psychology gave written feedback to their peers who then revised their own essays for final grading. Students were more critical evaluators than the teaching assistant. Although quality of essays improved upon revision, there were some mitigating issues. The continuing need to develop writing skills is stimulus for additional research on the use of peer review.

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Elias, Maurice J. "Educating Undergraduate Psychology Students in Prevention." Teaching of Psychology 20, no. 3 (October 1993): 137–40. http://dx.doi.org/10.1207/s15328023top2003_1.

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I describe an undergraduate course in preventive/community psychology taught at a large urban state university. Key concepts, instrumental procedures, and projects are presented. Course feedback and evaluation indicating the benefits of the course are summarized, and implications for preparing students for their roles as citizens and professionals are mentioned.

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Wu, LiQin, Yong Wu, and XiangYang Zhang. "L2 Learner Cognitive Psychological Factors About Artificial Intelligence Writing Corrective Feedback." English Language Teaching 14, no. 10 (September 26, 2021): 70. http://dx.doi.org/10.5539/elt.v14n10p70.

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Although the study of artificial intelligence (AI) used in language teaching and learning is increasingly prevailing, research on language two (L2) learner cognitive psychological factors about AI writing corrective feedback (WCF) is scarce. This paper explores L2 learner cognitive psychology of pigai, an AI evaluating system for English writings in China, from perspectives of perception, noticing, uptake, initiative, retention and emotion. It investigates the consistency between learner cognitive psychology about AI WCF and the expected one and probes into the correlation of learner cognitive psychological factors about AI WCF, aiming at bridging the gap between the research of AI WCF and that of L2 learner cognitive psychology. After a 5-point Likert anonymous questionnaire survey of 1952 undergraduate L2 learners in Anhui University of Finance and Economics (AUFE), the statistical data of Pearson correlation coefficient indicate that learner perception, noticing, uptake, initiative, retention and emotion are positively related in the context of AI WCF, which conforms to the early research of learner cognitive psychology about WCF. But one sample t-test reveals that learner cognitive psychology of AI WCF only occasionally or sometimes consists with the expected one. The subsequent random interviews with 15 respondents suggest that pigai WCF is beneficial to L2 writing, yet there is still much room for it to improve to be deeply integrated with human WCF. 

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Keenan, Verne C., and Philip Langer. "Instructional Feedback in Context." Psychological Reports 73, no. 1 (August 1993): 107–12. http://dx.doi.org/10.2466/pr0.1993.73.1.107.

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Feedback is often used to assist instruction but different situations may call for different kinds of feedback. This analysis of the varieties of task, of feedback mode, and of learner is intended to encourage the use of feedback in specifically appropriate situations and to begin systematizing the empirical validation of relevant parameters.

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Janse, Pauline, Liesbeth Boezen-Hilberdink, Maarten K. van Dijk, Marc J. P. M. Verbraak, and Giel J. M. Hutschemaekers. "Measuring Feedback From Clients." European Journal of Psychological Assessment 30, no. 2 (January 1, 2014): 86–92. http://dx.doi.org/10.1027/1015-5759/a000172.

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Treatment results can be improved by obtaining feedback from clients concerning their progress during therapy and the quality of the therapeutic relationship. This feedback can be rated using short instruments such as the Outcome Rating Scale (ORS) and the Session Rating Scale (SRS), which are being increasingly used in many countries. This study investigates the validity and reliability of the Dutch ORS and SRS in a large sample of subjects (N = 587) drawn from the clients of an outpatient mental healthcare organization. The results are compared to those of previous Dutch and American studies. While both the ORS and the SRS exhibited adequate test-retest reliability and internal consistency, their concurrent validity was limited (more for the SRS than for the ORS). New standards are proposed for the Dutch ORS and SRS. The scores obtained with these standards are interpreted differently than those obtained using American standards. The clinical implications of the limited validity of the ORS and the SRS are discussed, as is the use of different standards in conjunction with these instruments.

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Evers, Oliver, and Svenja Taubner. "Feedback in der Psychotherapieausbildung." Psychotherapeut 63, no. 6 (October 17, 2018): 465–72. http://dx.doi.org/10.1007/s00278-018-0311-3.

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32

Wu, Manli, Xiaojuan Xu, Lele Kang, J. Leon Zhao, and Liang Liang. "Encouraging people to embrace feedback-seeking in online learning." Internet Research 29, no. 4 (August 5, 2019): 749–71. http://dx.doi.org/10.1108/intr-04-2017-0162.

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Purpose The purpose of this paper is to examine the impacts of perceived informational value and perceived relational value on feedback-seeking intention in online communities of inquiry (OCoIs). To develop an integrated theoretical framework, the antecedents of perceived informational value and perceived relational value are also investigated. Design/methodology/approach This study builds on the relational communication theory (RCT) and the social psychology perspective to develop an integrated research model regarding feedback-seeking. Hypotheses were empirically tested using data collected from 262 subjects who are members of OCoIs. Findings The results indicate that feedback-seeking intention is positively affected by perceived informational and relational value of feedback-seeking. Furthermore, perceived informational value partially mediates the effects of feedback-seeking self-efficacy and learning goal orientation on feedback-seeking intention; perceived relational value partially mediates the effects of social influence and social risk on feedback-seeking intention. Practical implications The results suggest that practitioners can promote feedback-seeking by enhancing learners’ informational and relational dependencies on OCoIs. To achieve effective online learning, practitioners should consider learners’ characteristics to provide personalized learning interventions. Originality/value This study advances RCT and the social psychology perspective to develop an integrated model for understanding feedback-seeking. The empirical results complement information-related explanations of feedback-seeking by finding that a relationship-related explanation is more important for promoting feedback-seeking in OCoIs. The proposed model also indicates that tolerance for ambiguity serves as a moderator in the relationship between perceived informational value and its antecedents.

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Wang, Yanfei, Jie Mei, and Yu Zhu. "Linking Psychological Capital and Feedback-seeking Behavior: Feedback Cognition as a Mediator." Social Behavior and Personality: an international journal 45, no. 7 (August 6, 2017): 1099–112. http://dx.doi.org/10.2224/sbp.6055.

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Although previous researchers have examined the effects of the 4 positive psychological resources of psychological capital (PsyCap) on feedback-seeking behavior, and the influence of PsyCap on proactive behavior, the relationship between PsyCap and feedback-seeking behavior and its underlying mechanism has not been established. Thus, we explored whether or not the link between PsyCap and feedback-seeking behavior was mediated by feedback cognition, by conducting a 3-wave survey with 215 students from 4 universities in southern China. Confirmatory factor analysis and structural equation modeling were applied to examine our hypotheses. Results showed that PsyCap significantly influenced feedbackseeking behavior, and that feedback cognition fully mediated this relationship. Theoretical and practical implications are discussed.

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34

Rabinovich, Anna, Thomas A. Morton, Emily Landon, Caitlin Neill, Sapphire Mason-Brown, and Lucie Burdett. "The password is praise: Content of feedback affects categorization of feedback sources." British Journal of Social Psychology 53, no. 3 (June 12, 2013): 484–500. http://dx.doi.org/10.1111/bjso.12041.

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35

Nikolaus, Mitja, and Abdellah Fourtassi. "Communicative Feedback in language acquisition." New Ideas in Psychology 68 (January 2023): 100985. http://dx.doi.org/10.1016/j.newideapsych.2022.100985.

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36

PHUKAN, DEEPSHRI, and Rita Rani Talukdar. "Neuropsychological Test Feedback of a School Dropout with Depressive Episode." Mind and Society 12, no. 01 (May 2, 2023): 52–60. http://dx.doi.org/10.56011/mind-mri-121-20236.

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Neuropsychological Test Feedback of a School Dropout with Depressive Episode *Mr. Deepshri Phukan, Research-Scholar, Department of Psychology, Gauhati University, Guwahati, Assam; **Dr. Rita Rani Talukdar, Professor, Department of Psychology, Gauhati University, Guwahati, Assam; Abstract Aim: Psychological test feedback provides objective guidance in decision-making as well as assists in rehabilitation and treatment. The effectiveness of feedback must be judged in terms of patient benefits. This case study aims to study the benefits of neuropsychological test feedback in an individual with a depressive episode. Method: This study is designed as a case study of a school dropout diagnosed with a depressive episode. The neuropsychological assessment feedback session has been conducted following the Collaborative Therapeutic Neuropsychological Assessment model (CTNA). In particular, the focus of this case study is on how the Color Trails Test and the Wisconsin Card Sorting Test can be used as therapeutic interventions in a depressive episode. Results: Results show that the neuropsychological test feedback helps the individual in decision-making, resolving conflicts, making priorities, and improving interpersonal communication. Results also show treatment effects in symptom reduction, level of functioning, and overall improvement in subjective well-being. The findings have implications for managing depressive episodes and the use of test feedback as a therapeutic intervention. Keywords: feedback, depression, neuropsychological assessment, therapeutic assessment.

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37

Defeyter, Margaret Anne, and Pamela Louise McPartlin. "Helping students understand essay marking criteria and feedback." Psychology Teaching Review 13, no. 1 (2007): 23–33. http://dx.doi.org/10.53841/bpsptr.2007.13.1.23.

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The aim of the study was to look at the effectiveness of combining a variety of teaching and learning methods in an attempt to facilitate students’ understanding of assessment criteria. Fifty–three psychology students were asked to complete the mismatch exercise (Norton et al., 2002), and a booklet entitled Your Assignment results and how to improve them (Neville, 2005). In addition, students constructed an essay feedback sheet to be used as part of the formative assessment for a developmental psychology course. Results showed significant disagreement between students and lecturers on the mismatch exercise; and large variability in student marking of sample essays. Overall, students reported that they found the exercises stimulating and engaging. The findings of the present paper suggest that engaging students in the assessment process prior to the construction and submission of assignments may result in motivated, self–regulating students with a clear understanding of assessment criteria.

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De Sixte, Raquel, Amelia Mañá, Vicenta Ávila, and Emilio Sánchez. "Warm elaborated feedback. Exploring its benefits on post-feedback behaviour." Educational Psychology 40, no. 9 (December 9, 2019): 1094–112. http://dx.doi.org/10.1080/01443410.2019.1687853.

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39

Elfering, Achim, Simone Grebner, and Silke Wehr. "Loss of Feedback Information Given during Oral Presentations." Psychology Learning & Teaching 11, no. 1 (January 1, 2012): 66–76. http://dx.doi.org/10.2304/plat.2012.11.1.66.

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Oral presentation of a research proposal for a Master's thesis can be stressful for psychology students. During and after the presentation, students often miss or forget feedback to their research proposal. The study tested whether information loss after receiving feedback depended upon the amount of supervisor feedback, the retention time, and experience in giving Master's thesis research proposal presentations. Students had to present a research proposal three times and feedback was recorded by a record clerk. After each presentation students were obliged to send their remembered feedback to their supervisors. Forty-three Master's students gave 101 presentations of their Master's thesis research proposal to their supervisors and colleagues. On average 40% of the supervisor feedback information was missed by students. Retention time, measured as the time between presentation and arrival of the student mail recording the remembered feedback, and the amount of supervisor feedback were positively related to loss of information. A significant interaction between the amount of supervisor feedback and retention time indicated that loss of information was immediate when supervisor feedback was extensive, while information loss was comparably low and increased moderately with retention time when supervisor feedback was brief. In stressful oral presentations recording of supervisor feedback is highly recommended.

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Burns, Lindsey, and Ewan Gillon. "Developing a teaching agenda for coaching psychology in undergraduate programmes." Coaching Psychologist 7, no. 2 (December 2011): 90–97. http://dx.doi.org/10.53841/bpstcp.2011.7.2.90.

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The paper explores the rationale for, and potential benefits of, the inclusion of a coaching psychology module in an undergraduate psychology programme. In 2010 a coaching psychology module was introduced at Glasgow Caledonian University, as an optional module for final year psychology degree students. Although providing a strong academic component, the module was primarily skills-based and driven by the GROW model (Whitmore, 1992). Students spent two-thirds of the module in seminars/workshops where they carried out practical skills-based development and one-third in lectures. In order to evaluate the module written feedback was elicited from all students (N=20) using a semi-structured questionnaire. Feedback from the module was highly positive, with students demonstrating both academic and practical learning. Key findings indicate that the experience of being both coachee and coach in peer-to-peer coaching exercises enabled students to apply psychological principles and to make progress on personal goals. They also reported an improved awareness of the degree to which they could demonstrate key competencies related to employability via the acquisition of coaching psychology skills. The paper argues that this multiplicity of learning outcomes makes coaching psychology a highly valuable addition to any undergraduate psychology programme, with the potential to become a core aspect of the undergraduate psychology syllabus.

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Brothen, Thomas, and Cathrine Wambach. "The Effectiveness of Computer-Based Quizzes in a PSI Introductory Psychology Course." Journal of Educational Technology Systems 28, no. 3 (March 2000): 253–61. http://dx.doi.org/10.2190/h2yh-hav5-km55-641d.

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The personalized system of instruction (PSI) replaces lectures with written materials and frequent testing and feedback to insure that students master the material [1]. Student volunteer proctors typically provide most student-staff contact by correcting students' quizzes immediately and suggesting remediation. Numerous studies show that PSI is highly effective but necessitates a course structure that is difficult for instructors to manage. This study extends the work by PSI practitioners to computerize the testing procedures to provide feedback and guide further study. Students in our PSI introductory psychology course improved their subsequent performance on computer-based quizzes that gave feedback. They also improved their quiz performance as the term progressed. We discuss these results in the context of helping students improve as learners.

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Carr, Alan. "Feedback forANZJFT." Australian and New Zealand Journal of Family Therapy (ANZJFT) 29, no. 4 (December 2008): 234. http://dx.doi.org/10.1375/anft.29.4.234.

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Ormrod, Jeanne Ellis. "Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction." Perceptual and Motor Skills 63, no. 2 (October 1986): 487–94. http://dx.doi.org/10.2466/pms.1986.63.2.487.

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College students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3- to 6-day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-with-practice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.

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Gong, Zhenxing, Mengshuang Liu, Di Xin, Faheem Gul Gilal, Kui Yin, and Na Zhang. "Coworker feedback seeking and feedback environment in China: An expectation states theory approach." Social Behavior and Personality: an international journal 47, no. 9 (September 3, 2019): 1–10. http://dx.doi.org/10.2224/sbp.8392.

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We empirically explored the impact of feedback seeking, including feedback inquiry and monitoring, on the coworker feedback environment via coworker identification. Participants were 264 employees who worked in research and development, design, and technology sectors of industrial enterprises in China. The results indicated that feedback monitoring, feedback inquiry, and coworker identification were all positively related to the coworker feedback environment after controlling for the effects of demographic variables. Further, coworker identification fully mediated the relationship between feedback inquiry/monitoring and the coworker feedback environment. Our findings expand understanding of the feedback loop by bridging the gap between coworker feedback seeking and the coworker feedback environment. We recommend that coworkers encourage employees' feedback-seeking behavior so that the workplace feedback environment motivates them to ask for the help they need to work independently.

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Smederevac-Stokic, Snezana. "The effects of the personality traits and positive and negative feedback on the perceived self-efficacy." Psihologija 37, no. 1 (2004): 109–21. http://dx.doi.org/10.2298/psi0401109s.

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The main purpose of this study was to determine the relation between the self-efficacy, feedback and personality traits. The participants were 114 psychology students attending their first and third year from the University of Novi Sad. In the first part of the research, all subjects completed The NEO-PI-R (Costa and McCrae, 1992.). In the second phase the subjects were asked to create a short measurement scale. Before and after this task, as well as after the given feedback, the students completed The Self-efficacy Questionnaire (Terry, 1995). The feedback was the criterion to divide subjects into three groups: the first group received the positive, the second negative, and third group received no feedback. Criteria variables in the MANCOVA (repeated measures) were the estimated success, difficulty and ability to perform the task in the three stages of measurement. Predictor variables were the type of the feedback and the personality traits, as covariates. The results suggest that before feedback, the impact of traits on the self-efficacy was significant. But after received feedback, self-efficacy was related to the type of received feedback only. These results showed that self-efficacy was significantly influenced both by personality traits and feedback context.

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Miao, Chao, Ronald H. Humphrey, Shanshan Qian, and In-Sue Oh. "(How) Does 360-degree feedback benefit the field of entrepreneurship?" New England Journal of Entrepreneurship 21, no. 1 (May 14, 2018): 65–72. http://dx.doi.org/10.1108/neje-04-2018-0009.

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Purpose Most of the studies in entrepreneurship depend on single-source rating methods to collect data on both predictors and criteria. The threat to effect sizes as a result of using single-source ratings is particularly relevant to psychology-based entrepreneurship research. Therefore, the purpose of this paper is to explore the prospects of applying 360-degree feedback to the field of entrepreneurship and to discuss a set of cases regarding how 360-degree feedback may boost effect sizes in entrepreneurship research. Design/methodology/approach A qualitative review of current literature was performed. Findings The review indicated that the effect sizes in psychology-based entrepreneurship research are mostly small and the use of single-source ratings is prevalent; some preliminary findings supported the utility of 360-degree feedback in entrepreneurship research; entrepreneurial orientation (EO) research may benefit from 360-degree feedback; and members of top management teams, employees from research and product development, sales agents, retail buying agents, store sales clerks, and consumers are all valid informants to provide ratings of EO. Originality/value The present study provided theoretical explanations and used empirical evidence to elucidate how 360-degree feedback may benefit the field of entrepreneurship. In addition, recommendations for future research using 360-degree feedback in entrepreneurship research were offered and discussed. A sample research study on EO using 360-degree feedback was delineated.

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Ernst, Benjamin, and Marco Steinhauser. "Top-down control over feedback processing: The probability of valid feedback affects feedback-related brain activity." Brain and Cognition 115 (July 2017): 33–40. http://dx.doi.org/10.1016/j.bandc.2017.03.008.

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Belton, Catherine, and Justin Grayer. "Development and evaluation of managing cancer psychology workshops." Clinical Psychology Forum 1, no. 296 (August 2017): 22–27. http://dx.doi.org/10.53841/bpscpf.2017.1.296.22.

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Managing cancer workshops were developed to provide support and psychoeducation. The service was evaluated, and perceived barriers to accessibility included difficulties advertising services and a lack of awareness of psychological wellbeing by medical teams. Feedback was incorporated into service revision.

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Herold, David M., and Charles K. Parsons. "Assessing the feedback environment in work organizations: Development of the job feedback survey." Journal of Applied Psychology 70, no. 2 (1985): 290–305. http://dx.doi.org/10.1037/0021-9010.70.2.290.

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Barry, Christopher T., William F. Chaplin, and Sarah J. Grafeman. "Aggression following performance feedback: The influences of narcissism, feedback valence, and comparative standard." Personality and Individual Differences 41, no. 1 (July 2006): 177–87. http://dx.doi.org/10.1016/j.paid.2006.01.008.

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