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.
Deep Listening Training to Bridge Divides: Fostering Attitudinal Change through Intimacy and Self‐Insight
F. K. Tia Moin, Guy Itzchakov, Emily Kasriel, Netta Weinstein
Listening
Deep, high‐quality listening that offers a nonjudgmental approach, understanding, and careful attention when speakers share disparate views can have the power to bridge divides and change speakers' attitudes. However, can people be trained to provide such listening while disagreeing with what they hear, and if so, are the effects of the listening training sufficient for creating perceptible change during disagreements? This study, conducted with delegates (N=320) representing 86 countries experimentally tested a “deep” (otherwise termed “high quality“) listening training against a randomly assigned subgroup of attendees who served as a “waitlist” control. During a conversation with another participant on a subject about which they strongly disagreed, participants who had completed a 6‐h training over 3 weeks in high‐quality listening demonstrated improvements in their observed listening behaviors, reported higher levels of interactional intimacy with conversation partners, appeared to increase their self‐insight and subsequently, showed evidence of attitude change. Among the first studies to test semi‐causal outcomes of high‐quality listening training between attendees with diverse and contrary attitudes in a real‐world, cross‐national setting; we discuss the potential and limitations for listening training to support positive relations and an open mind in the context of discourse, disagreement and polarization.
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A Possible Dark Side of Listening? Teachers Listening to Pupils Can Increase Burnout
Eli Vinokur, Guy Itzchakov and Avinoam Yomtovian
Listening
A growing body of the literature on interpersonal listening has revealed numerous positive outcomes in the workplace. For example, employees wholisten well are perceived as leaders, perform better at work, gain trust, and succeed in negotiations, among other benefits. However, there is a gap in the literature regarding the potential negative consequences of listening in the workplace, especially when it is effortful and challenging. This study explored the potential relationship between teachers listening to their pupils and burnout. Conducted in 2024, this field study involved 106 middle and high school teachers from Israel. We used multiple regression analysis to control for well-known predictors of job burnout: motivation, job satisfaction, and competence. The results indicated that teachers’ perception of their listening quality significantly and positively predicted job burnout, even whenaccounting for these variables as well as seniority and school-type; 0.24 ≤ βs ≤ 0.36. This study highlights the potential negative consequences of workplace listening and contributes to the less explored aspect of listening in the literature with important implications for work-related outcomes.
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