The Moderating Effect of Performance Feedback and the Mediating Effect of Self-Set Goals on the Primed Goal-Performance Relationship
Abstract
The effect of feedback and a self-set goal on the relationship between a goal primed in the subconscious and performance were examined in three laboratory experiments and one field experiment (n = 241, 465, 201, 74 respectively), using normative (bogus) and absolute feedback manipulations, and different performance tasks that were coded for both performance quality (i.e. creativity) and quantity. The hypothesis that providing feedback, a moderator in goal-setting theory, amplifies the causal effect of a primed goal on performance was supported. Specifically, in experiment 1, participants were randomly assigned to a 2 (prime of effective vs. ineffective performance) × 3 (positive, negative, no feedback) factorial design. The primed goal for effective performance led to higher performance than the negative primed goal. In addition, feedback, regardless of its sign, increased both task and creative performance when a primed goal for effective performance was presented but did not do so when the goal primed ineffective performance. This effect was replicated in two subsequent laboratory experiments which employed three primed goal conditions (effective/neutral/ineffective). In experiments 2 and 3, a consciously set goal, with no prompting by an experimenter, mediated the relationship between a primed goal and performance when feedback was provided. Experiment 4 provided a conceptual replication in a work setting, involving employees in a customer service department of a large communication company. Finally, a meta-analysis of these four experiments indicated an average effect size of d = 0.36, 95 percent CI [0.23, 0.49] with no evidence of heterogeneity across the four experiments. These findings suggest that not only are subconscious goals a foundation for the difficulty level of consciously set goals but in addition, subconscious goals and conscious goals work together in affecting performance.
More than Merely Positive: The Immediate Affective and Motivational Consequences of Gratitude
Lisa C. Walsh, Christina N. Armenta, Guy Itzchakov, Megan M. Fritz and Sonja Lyubomirsky
Organizational Behavior and Social Psychology
Although gratitude is typically conceptualized as a positive emotion, it may also induce
socially oriented negative feelings, such as indebtedness and guilt. Given its mixed emotional
experience, we argue that gratitude motivates people to improve themselves in important life
domains. Two single-timepoint studies tested the immediate emotional and motivational effects
of expressing gratitude. We recruited employees (n = 224) from French companies in Study 1 and
students (n = 1026) from U.S. high schools in Study 2. Participants in both studies were randomly
assigned to either write gratitude letters to benefactors or outline their weekly activities (control
condition). Expressing gratitude led to mixed emotional experiences (e.g., greater elevation and
indebtedness) for employees and students as compared with the control group. Students also felt
more motivated and capable of improving themselves, as well as conveyed stronger intentions to
muster effort towards self-improvement endeavors.
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How to foster perceived partner responsiveness: High-quality listening is key
Guy Itzchakov, Harry T. Reis, Netta Weinstein
Listening
Social psychologists have a longstanding interest in the mechanisms responsible for the beneficial effects of positive social connections. This article reviews and integrates two emerging but to this point disparate lines of work that focus on these mechanisms: high-quality listening and perceived partner responsiveness. We also review research investigating the downstream consequences of high-quality listening and perceived partner responsiveness: the how and why of understanding the process by which these downstream benefits are obtained. High-quality listening and perceived partner responsiveness, though not isomorphic, are related constructs in that they both incorporate several key interpersonal processes, such as understanding, positive regard, and expressions of caring for another person. We develop a theoretical model for representing how listening embodies one form of interactive behavior that can promote (or hinder) perceived partner responsiveness and its downstream affective, cognitive, and behavioral effects. Finally, we discuss our model’s implications for various social-psychological domains, such as social cognition, self-evaluation, constructive disagreements, and interpersonal relationships.
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