LeBow College of Business, Drexel University, 3141 Chestnut Street, Philadelphia, PA 19104, USA.
J Appl Psychol. 2010 Jul;95(4):618-30. doi: 10.1037/a0019130.
The purpose of this experiment was to examine the interplay of goal content, conscientiousness, and tension on performance following negative feedback. Undergraduate students were assigned either a learning or performance goal and then were provided with false feedback indicating very poor performance on the task they performed. After assessing tension, participants performed the task again with the same learning or performance goal. A mediated moderation model was tested, and results were supportive of our hypotheses. Specifically, individuals assigned a learning goal experienced less tension and performed better following negative feedback than individuals assigned a performance goal. Individuals high in conscientiousness experienced greater tension than individuals low in conscientiousness. Conscientiousness and goal content interacted in relating to both tension and performance, with tension as a mediator, such that high conscientiousness amplified the detrimental effect of a performance goal on tension following negative feedback leading to lower performance. High conscientiousness facilitated performance for participants with a learning goal.
本实验旨在探讨目标内容、尽责性和紧张感在负反馈后对表现的相互作用。将大学生分配到学习目标或表现目标，然后提供虚假反馈，表明他们在执行的任务中表现非常差。在评估紧张感后，参与者再次执行相同的学习或表现目标的任务。测试了一个中介调节模型，结果支持了我们的假设。具体来说，与被分配表现目标的个体相比，被分配学习目标的个体在负反馈后经历的紧张感较少，表现更好。尽责性高的个体比尽责性低的个体经历更大的紧张感。尽责性和目标内容相互作用，与紧张感和表现有关，紧张感是一个中介变量，即高尽责性放大了负反馈后表现目标对紧张感的不利影响，导致表现下降。对于具有学习目标的参与者，高尽责性有助于表现。
