Porto-Bellini Carlo G, Serpa Malu Lacet, Pereira Rita de Cássia de Faria
Department of Business Administration, Universidade Federal da Paraíba, João Pessoa 58051-900, Brazil.
Human Resources Management, Universidade Federal de Pernambuco, Recife 50670-901, Brazil.
Behav Sci (Basel). 2025 Apr 11;15(4):511. doi: 10.3390/bs15040511.
The accuracy of self-perceptions and the maturity to handle feedback received from others are instrumental for one's mental health, interpersonal relations, and effectiveness in the classroom and at work. Nonetheless, research on one's computer self-efficacy (CSE) and reactions to feedback on task performance has been ambiguous in terms of quality, motivations, and results. A particularly important case involves overconfident individuals, i.e., those with unrealistically high CSE beliefs. Using the theoretical lenses of technology use effectiveness along with a mixed methodological approach of thought and lab experiments with 54 undergraduate students performing computer-aided tasks who were randomly assigned to different groups receiving feedback on task performance, we found that valence-based feedback possibly introduces unnecessary information to adjust the levels of CSE and the actual performance of overconfident students. This finding contributes to knowledge on whether feedback is important when skills and learning naturally mature across tasks, in addition to how judicious one is when processing externally motivated feedback. This study additionally offers a novel three-dimensional CSE construct, an instrument to measure the construct, and a scenario-based tool to conduct experiments with sequential decision tasks in the classroom. The practical implications include the planning of tasks and feedback in the classroom, with further insights into organizational hiring, training, and team building.
自我认知的准确性以及处理他人反馈的成熟度，对于一个人的心理健康、人际关系以及在课堂和工作中的效率至关重要。尽管如此，关于一个人的计算机自我效能感（CSE）以及对任务表现反馈的反应，在质量、动机和结果方面的研究一直存在模糊性。一个特别重要的案例涉及过度自信的个体，即那些持有不切实际的高CSE信念的人。运用技术使用有效性的理论视角，以及对54名执行计算机辅助任务的本科生进行的思维和实验室实验的混合方法，这些学生被随机分配到不同组，接受关于任务表现的反馈，我们发现基于效价的反馈可能会引入不必要的信息来调整过度自信学生的CSE水平和实际表现。这一发现有助于了解在技能和学习随着任务自然成熟时反馈是否重要，以及在处理外部激励的反馈时一个人有多明智。此外，本研究还提供了一种新颖的三维CSE结构、一种测量该结构的工具，以及一种基于场景的工具，用于在课堂上进行顺序决策任务的实验。实际意义包括课堂上任务和反馈的规划，以及对组织招聘、培训和团队建设的进一步洞察。
