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50 Years of ERIC
50 Years of ERIC
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ERIC Number: ED312525
Record Type: RIE
Publication Date: 1989-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Self-Esteem, Task Label, and Performance Feedback on Goal Setting, Efficacy, and Task Performance.
Tang, Thomas Li-Ping; Sarsfield, Linda Thomas
It has been stated that a task label may shape the interpretation of a task, but the evaluation of that task depends on both that interpretation and the personal values, such as self-esteem, of the individual. The major purpose of this study was to examine the effects of self-esteem (high versus low), task label (difficult versus easy), and performance feedback (positive versus negative) on self-set goals, efficacy, performance, and attributions. Task perception was treated as a between-subjects variable in this study. Subjects (N=120) were undergraduate psychology college students who responded to a questionnaire measuring self-esteem, labeled an anagram-solving tasks as difficult or easy in two work periods, and had their task performance measured on the anagrams. Subjects set lower goals in the difficult condition than they did in the easy condition in the first period, however, no difference was found in the second period. High self-esteem subjects had higher self-efficacy than those with low self-esteem. For high self-esteem subjects, feedback had strong impacts on subjects' liking of a difficult task, whereas for those with low self-esteem, feedback had strong impacts on subjects' liking of an easy task. After positive feedback of performing a difficult task, those with high self-esteem increased their task liking, whereas those with low self-esteem decreased their liking. Subjects also showed higher intrinsic motivation after positive feedback than after negative feedback. (ABL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Goal Setting; Task Labels
Note: Portions of this paper were presented at the Annual Meeting of the Southwestern Psychological Association (35th, Houston, TX, April 13-15, 1989).