the total number of papers may exceed 10,000. Nevertheless, cost consideration forced us to consider mostly published papers and technical reports in English. 4 Formula 4 in Seifert (1991) is in error—a multiplier of n, of cell size, is missing in the numerator. 5 Unfortunately, the technique of meta-analysis cannot be applied, at present time, to such effects because the distribution of dis based on a sampling of people, whereas the statistics of techniques such as ARIMA are based on the distribution of a sampling of observations in the time domain regardless of the size of the people sample involved (i.e., there is no way to compare a sample of 100 points in time with a sample of 100 people). That is, a sample of 100 points in time has the same degrees of freedom if it were based on an observation of 1 person or of 1,000 people. 258 KLUGER AND DENISI From the papers we reviewed, only 131 (5%) met the criteria for inclusion. We were concerned that, given the small percentage of usable papers, our conclusions might not fairly represent the larger body of relevant literature. Therefore, we analyzed all the major reasons to reject a paper from the meta-analysis, even though the decision to exclude a paper came at the first identification of a missing inclusion criterion. This analysis showed the presence of review articles, interventions of natural feedback removal, and papers that merely discuss feedback, which in turn suggests that the included studies represent 1015% of the empirical FI literature. However, this analysis also showed that approximately 37% of the papers we considered manipulated feedback without a control group and that 16% reported confounded treatments, that is, roughly two thirds of the empirical FI literature cannot shed light on the question of FI effects on performance—a fact that requires attention from future FI researchers. Of the usable 131 papers (see references with asterisks), 607 effect sizes were extracted. These effects were based on 12,652 participants and 23,663 observations (reflecting multiple observations per participant). The average sample size per effect was 39 participants. The distribution of the effect sizes is presented in Figure 1. The weighted mean (weighted by sample size) of this distribution is 0.41, suggesting that, on average, FI has a moderate positive effect on performance. However, over 38% of the effects were negative (see Figure 1). The weighted variance of this distribution is 0.97, whereas the estimate of the sampling error variance is only 0.09. A potential problem in meta-analyses is a violation of the assumption of independence. Such a violation occurs either when multiple observations are taken from the same study (Rosenthal, 1984) or when several papers are authored by the same person (Wolf, 1986). In the present investigation, there were 91 effects derived from the laboratory experiments reported by Mikulincer (e.g., 1988a, 1988b). This raises the possibility that the average effect size is biased, because his studies manipulated extreme negative FIs and used similar tasks. In fact, the weighted average d in Mikulincer's studies was —0.39; whereas in the remainder of the

The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.

This article reviews the corpus of research on feedback, with a focus on formative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific Formative feedback is usually presented as information to a learner in response to some action on the learner’s part It comes in a variety of types (eg, verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (eg, immediately following an answer, after some time has elapsed) Finally, several variables have been shown to interact with formative feedback’s success at promoting learning (eg, individual characteristics of the learner and aspects of the task) All of these issues are discussed This review concludes with guidelines for generating formative feedback

/pdf/focus-on-formative-feedback-3stra0yvxe.pdf

Focus on Formative Feedback

Discussed several issues related to psychological empowerment. The thesis of this paper is that the development of a universal and global measure of psychological empowerment may not be a feasible or appropriate goal. I begin by distinguishing between empowerment processes and outcomes. Underlying assumptions are discussed including the notion that empowerment differs across people, contexts, and times. A nomological network that includes intrapersonal, interactional, and behavioral components is also presented. Two examples of psychological empowerment for voluntary service organization members and members of a mutual help organization are described to help illustrate differences in the specific variables that may be used to measure psychological empowerment in different populations and settings.

/pdf/psychological-empowerment-issues-and-illustrations-zdd0gwgyut.pdf

Psychological empowerment: Issues and illustrations

This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learner's thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional, nonevaluative, supportive, timely, specific, credible, infrequent, and genuine (e.g., Brophy, 1981; Schwartz & White, 2000). Formative feedback is usually presented as information to a learner in response to some action on the learner's part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some period of time has elapsed). Finally, there are a number of variables that have been shown to interact with formative feedback's success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues will be discussed in this paper. This review concludes with a set of guidelines for generating formative feedback.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.2333-8504.2007.tb02053.x

Focus on formative feedback

Empowerment theory: Psychological, organizational, and community levels of analysis.

Providing information to employees about their past performance is a widely used strategy in organizations. The effects of performance feedback, however, have not been previously systematically evaluated. A total of 126 applications of feedback in organizations was reviewed. Each feedback application was evaluated in terms of the consistency of its effects. Effects were differentiated according to whether feedback was used alone or in combination with rewards and/or goal setting procedures and according to selected characteristics of feedback. The results of this review indicate that (1) feedback does not uniformly improve performance; (2) adding rewards and/or goal setting procedures to feedback improves the consistency of its effects; and (3) some characteristics of feedback are more consistently associated with improved performance than others. An analysis of the ways in which feedback might operate and consideration of basic research suggest that it will be effective to the extent that it is ...

A Critical, Objective Review of Performance Feedback

Members of an advocacy organization for people with physical disabilities were trained to identify and report issues at group meetings. In addition, two consecutive chairpersons were trained to conduct action-oriented meetings. Measures of group members' activities outside meetings and related outcomes on identified issues were also collected. Results indicated increases in the number of disability-related issues reported by trained members and consistent improvements in chairperson performance following training. Retrospective interviews and permanent records showed that advocacy activities, as well as the outcomes of members' actions, increased after training. These findings and their implications for the empowerment of people with disabilities are discussed.

Empowering people with physical disabilities through advocacy skills training.

The fiberglass-reinforced plastics industry and the literature on controlling exposures to toxic substances were surveyed to select work practices and housekeeping conditions that might be useful in reducing workers' exposures to styrene. A training program was developed to teach the selected behaviors to workers, and a behavior maintenance program was developed to encourage their continued use after training. These behavioral controls were introduced to appropriate workers in three different plants and were effective in changing all selected behaviors and conditions. Statistically reliable reductions in workers' exposures to styrene accompanied the changes in behaviors. All improvements were maintained throughout the course of data collection. The research provides a clear demonstration that behavioral controls can be used reliably to reduce workers' exposures to toxic substances.

Effective and reliable behavioral control technology.

Using a multiple-baseline design, investigators examined the effects of an in-service teacher training program on several teaching behaviors of elementary school teachers under both training and post-training conditions. Two non-equivalent control group designs were used to evaluate a principal-classroom-visits package, which was developed to help maintain teachers’ post-training use of the skills. Possible effects of observer presence on the post-training maintenance of the behaviors were examined. The in-service training program successfully produced changes in all of the targeted teaching behaviors. Under post-training conditions, after several weeks in which no observers were present, teachers used the skills at levels comparable to those of teachers who were observed weekly. Several teachers in each group retained use of the skills after training, suggesting that the principal-classroom-visits may be necessary as a maintenance procedure for only some teachers. Both the in-service teacher trai...

Follow-Up on In-Service Teacher Training Programs: Can the Principal Do It?.

The effects of different-length assignments on the classroom deportment and academic performance of fourth and sixth grade children during math periods were investigated. Using a reversal design, longer assignments were shown to increase the percent of intervals of appropriate student behavior. While the percent of problems completed decreased, the actual number of problems completed increased. Changes in percent correct were more apparent on a day-to-day basis than across experimental conditions, and students worked a greater number of problems correctly under the longer assignment conditions. These results demonstrate that increased academic activity can be an easily manipulated, functional procedure to improve classroom conduct and academic performance. They also suggest that changes in the commonly used dependent variable-appropriate behavior-may not provide a reliable measure of the effectiveness of classroom interventions when the amount of academic activity is not held constant.

Bill L. Hopkins

Papers

A Critical, Objective Review of Performance Feedback

Empowering people with physical disabilities through advocacy skills training.

Effective and reliable behavioral control technology.

Follow-Up on In-Service Teacher Training Programs: Can the Principal Do It?.

The Effects of Different-Length Assignments on Classroom Deportment and Academic Performance.