The effects of feedback in situations of high anxiety.
| dc.advisor | Lisa Reboy | en_US |
| dc.college | the teachers college | en_US |
| dc.contributor.author | Wedel, Teresa J. | |
| dc.date.accessioned | 2012-06-26T15:49:38Z | |
| dc.date.available | 2012-06-26T15:49:38Z | |
| dc.date.created | 1996 | en_US |
| dc.date.issued | 2012-06-26 | |
| dc.department | psychology | en_US |
| dc.description | iv, 48 leaves | en_US |
| dc.description.abstract | Similar to the activation theory, Huber (1985) found a negative and linear relationship between anxiety level and task performance. The current study investigated whether feedback could indirectly alleviate the negative effects of anxiety on performance through its relationship with goal setting. Anxiety was induced by requiring participants to perform a difficult task and attain a difficult goal. Participants were given 3 trials to attain the goal. After each trial a different type of feedback (incentive, incentive/directive, no feedback) was administered. Support was not found for feedback decreasing arousal level and in turn increasing performance. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1538 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Performance-Psychological aspects. | en_US |
| dc.subject | Stress (Psychology). | en_US |
| dc.title | The effects of feedback in situations of high anxiety. | en_US |
| dc.type | Thesis | en_US |