Wong Ming Yu Claudia, Chung Pak Kwong, Leung Ka Man
Department of Sport and Physical Education, Hong Kong Baptist University, Kowloon, Hong Kong, China.
Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong, China.
Behav Sci (Basel). 2020 Apr 8;10(4):76. doi: 10.3390/bs10040076.
Feedback is considered as an effective means of motivating, guiding, and reinforcing desired behaviours. However, the ways to interpret external feedback may be different among individuals with different personality traits; therefore, this would influence the effects of feedback on performance. Accordingly, the influencing effects of personality towards different styles of feedback on cognitive task performance were examined.
Participants (N = 71) were given three Stroop tasks as a dependent variable, whereas the Trail Making Task was an independent variable; additionally, a personality test was used to record the personality traits of each participant. The relationship between personality and feedback-induced changes in Stroop performance was computed by means of Pearson correlation, followed by a mixed-effect model to demonstrate the effect of personality on the overall performance with feedback.
The statistical analysis indicated that performance from those with higher levels of extraversion generally profitted from feedback, irrespective of whether it was negative feedback (r = 0.201) or positive feedback (r = 0.205). Additionally, the moderating effect of personality on feedback and performance was demonstrated.
The limitations of the sample size and other external influences may have reduced the representativeness of the research. Nonetheless, more potential influencing factors need to be included and explored in future research.
反馈被视为激励、指导和强化期望行为的有效手段。然而，具有不同人格特质的个体对外部反馈的解读方式可能不同；因此，这会影响反馈对绩效的作用效果。据此，研究了人格对不同反馈方式对认知任务绩效的影响。
参与者（N = 71）接受三项 Stroop 任务作为因变量，而连线测验任务是自变量；此外，使用人格测试记录每位参与者的人格特质。通过 Pearson 相关性计算人格与反馈引起的 Stroop 绩效变化之间的关系，随后采用混合效应模型来证明人格对有反馈时整体绩效的影响。
统计分析表明，外向性水平较高者的表现总体上受益于反馈，无论反馈是负面的（r = 0.201）还是正面的（r = 0.205）。此外，证明了人格对反馈和绩效的调节作用。
样本量的局限性和其他外部影响可能降低了研究的代表性。尽管如此，未来研究需要纳入并探索更多潜在影响因素。
