The Effect of Feedback Sign on Task Performance Depends on Self-Concept Discrepancies.

Control theories claim that information about performance is often used by multiple goal systems. A proposition tested here was that performance information can create discrepancies in self-concept goals, directing cognitive resources away from the task goal system. To manipulate performance information, 160 undergraduates were given false positive or false negative normative feedback while working on a task that did or did not require substantial cognitive resources. Half of the participants were then given an opportunity to reaffirm their self-concepts following feedback, whereas half were not. Feedback sign positively related to performance only for those working on the cognitively intense task and not given a chance to reaffirm. Otherwise, feedback sign was negatively related to performance, albeit weakly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A formal, computational theory of multiple-goal pursuit: Integrating goal-choice and goal-striving processes.

Understanding the processes involved when pursuing multiple goals over time is a central question for motivational theorists. A dynamic, computational model integrating theories of goal striving and goal choice is presented to account for data emerging from Schmidt and DeShon's (2007) multiple-goal-pursuit protocol. The simulated results match the results reported in their study, including the finding that relative discrepancy from the goals positively predicted resource allocation early on but negatively predicted it toward the end of the session. Variance in parameters in the model also accounted for individual differences found in the data. Discussion focuses on the theoretical contribution of formally integrating elements of self-regulation theories, further empirical work needed to test the model, and further theoretical work needed to continue the integration process exemplified here. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of interpersonal orientation and the sex-type of the task on choosing to work alone or in groups.

The preferences of men and women for working alone or with others were examined. 150 undergraduates were presented with masculine and feminine tasks and were offered the choice of working alone or with others on the tasks. A cognitive model predicted that the congruence between gender and the sex-type of the task would affect expectancies of success, which, in turn would affect choice. From an individual difference perspective, it was predicted that interpersonal orientation would affect choice. The cognitive perspective model was supported, whereas interpersonal orientation had little effect on choice. The results were discussed in terms of their implications for task perceptions and gender differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)