The DOI matches its Crossref record; 256 of the 257 references it cites were found in a registry or an index.
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
Abstract
Since the beginning of the century, feedback interventions (FIs) produced negative—but largely ignored—effects on performance. A meta-analysis (607 effect sizes; 23,663 observations) suggests that FIs improved performance on average (d =.41) but that over '/3 of the FIs decreased perfor-mance. This finding cannot be explained by sampling error, feedback sign, or existing theories. The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes. The results suggest that FI effectiveness decreases as attention moves up the hierarchy closer to the self and away from the task. These findings are further moderated by task characteristics that are still poorly understood. To relate feedback directly to behavior is very confusing. Results are contradictory and seldom straight-forward. (Ilgen, Fisher, & Taylor, 1979, p. 368) The effects of manipulation of KR [knowledge of results] on motor learning...reveal... some violent contradictions to earlier beliefs about KR, and some glaring absences in our knowledge. (Salmoni, Schmidt, & Walter, 1984, p. 378). Feedback does not uniformly improve performance. (Balcazar,
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“A comprehensive review of research studies of feedback showed that feedback improved performance in 60% of them.In the cases where it was not helpful, the feedback turned out to be merely a judgment or grading with no indication of how to improve (Kluger & DeNisi, 1996).”
From Working inside the Black Box: Assessment for Learning in the Classroom (2004) · cites this paper as Kluger & DeNisi, 1996
In the citing paper
“The need to motivate pupils is evident, but it is often assumed that this is best done by offering such extrinsic rewards as merits, grades, gold stars and prizes.There is ample evidence that challenges this assumption.”
From Working inside the Black Box: Assessment for Learning in the Classroom (2004) · cites this paper as Kluger & DeNisi, 1996
In the citing paper
“The inclusion criteria are comparable to the criteria that were used to include meta-analyses in the Visible Learning research syntheses but allow to exclude studies from meta-analyses that encompass both an educational and a non-educational context (Wiersma, 1992; Kluger and DeNisi, 1996; Standley, 1996).”
From The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020) · cites this paper as Kluger and DeNisi, 1996
In the citing paper
“One of the most consistent findings about the power of feedback is the remarkable variability of effects.”
From The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020) · cites this paper as Kluger and DeNisi, 1996
In the citing paper
“The existing research has identified several relevant moderators like timing and specificity of the goals and task complexity (Kluger and DeNisi, 1996)”
From The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020) · cites this paper as Kluger and DeNisi, 1996
In the citing paper
“However, the efficacy of peer assessment, like traditional feedback, is likely to be contingent on a range of factors including characteristics of the learning environment, the student, and the assessment itself (Kluger and DeNisi 1996; Ossenberg et al. 2018).”
From The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2020) · cites this paper as Kluger and DeNisi 1996
In the citing paper
“Kluger and DeNisi (1996), in their presentation of feedback intervention theory, used grading as an example of an external intervention likely to render metatask processes concerning self-goals, such as performance goals, salient at the expense of task-related goals.”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Kluger & DeNisi, 1996
In the citing paper
“but when A&F comes from a regulatory body, the recipient may be more likely to activate affective processes (e.g., distress) which distract attention from the specific task requiring change.”
From No more ‘business as usual’ with audit and feedback interventions: towards an agenda for a reinvigorated intervention (2014) · cites this paper as [10]
In the citing paper
“Feedback intervention theory [10] suggests that feedback that captures the recipient’s attention and directs it toward a specific behaviour is more likely to be successful”
From No more ‘business as usual’ with audit and feedback interventions: towards an agenda for a reinvigorated intervention (2014) · cites this paper as [10]
In the citing paper
“This crucial aspect of formative assessment that has been often discussed but too rarely studied is students' responses to feedback, or the internal mechanisms involved in the reception of feedback and their influences on learning and achievement (Butler and Winne, 1995;Kluger and DeNisi, 1996;Shute, 2008;Draper, 2009;Bennett, 2011;Dann, 2014;Panadero and Lipnevich, 2021).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Kluger and DeNisi, 1996
In the citing paper
“For example, Kluger and DeNisi (1996) reported a mean effect size of 0.41 for formative feedback on performance, but 38% of these effects were negative.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Kluger and DeNisi (1996)
In the citing paper
“For example, norm-referenced feedback promotes maladaptive attributional thinking (e.g., attributing failure to lack of ability) that demotivates efforts on subsequent tasks (Kluger and DeNisi, 1996).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Kluger and DeNisi, 1996
In the citing paper
“there is evidence that assessment enhances performance when self-efficacy is high and impedes performance when self-efficacy is low (Beckmann, Beckmann, & Elliott, 2009;Birney, Beckmann, Beckmann, & Double, 2017;Kluger & DeNisi, 1996).”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Kluger & DeNisi, 1996
In the citing paper
“Variations in the effect of feedback have been related to content, form and timing of the feedback, and studies have indeed found variations based on these factors”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Kluger & DeNisi, 1996
In the citing paper
“Nevertheless, feedback does not always result in student improvement, and may in some cases inhibit learning rather than promote it.”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Kluger & DeNisi, 1996
In the citing paper
“General information unrelated to the performance, comments about a good or poor performance or compliments are less effective than specific comments [27, 28].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [28]
In the citing paper
“Kluger and DeNisi’s feedback intervention theory, derived from their meta-analysis of over 130 studies of feedback interventions in various settings, also posits that feedback becomes less effective as attention shifts away from the task and toward the individual; in short, feedback that is threatening to self-esteem is unlikely to be effective [28].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [28]
In the citing paper
“feedback is most effective when directed at the task level and may assist in ‘deep processing and mastery of tasks’ when it is about processing of tasks or self-regulation.”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [28]
In the citing paper
“Grades are a clear and non-nuanced form of feedback which can trigger both promotion and prevention responses in trainees [28].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [28]
In the citing paper
“positive feedback is more effective in motivating performance improvement for learners in promotion focus, while negative feedback is more useful in motivating performance improvement for learners in prevention focus [28].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [28]
In the citing paper
“but it is no less important to learning, and is influenced by feedback [28, 34, 45].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [28]
In the citing paper
“Feedback intervention theory [28] posits that feedback which threatens self-esteem is much less likely to be effective.”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [28]
In the citing paper
“According to Kluger and de Nisi’s meta-analysis, some feedback recipients feel content to be ‘good enough’ or become helpless when told they are not making the grade, to the detriment of their performance [28].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [28]
In the citing paper
“There is evidence that feedback becomes less effective as its focus moves away from the task and toward the self [13, 28].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [28]
In the citing paper
“There are studies which have found learner preferences for group feedback [90] and for individual feedback [1] and it is clear that the context matters [28].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [28]
In the citing paper
“The results showed greater effectiveness with increasing frequency of the feedback,”
From Audit and feedback: effects on professional practice and healthcare outcomes (2012) · cites this paper as Kluger 1996
In the citing paper
“Feedback Intervention Theory (Kluger 1996), which suggests that feedback that directs attention towards acceptable and familiar tasks (as opposed to those that generate emotional responses or cause deep self‐reflection) seem most likely to lead to improvement.”
From Audit and feedback: effects on professional practice and healthcare outcomes (2012) · cites this paper as Kluger 1996
Citations
Cites
Culture and the self: Implications for cognition, emotion, and motivation.
Markus, H. R., & Kitayama, S. (1991) · Psychological Review · doi:10.1037/0033-295x.98.2.224 · Cited by 21,995
Russell, J. A. (1980) · Journal of Personality and Social Psychology · doi:10.1037/h0077714 · Cited by 16,334
Handbook of Industrial and Organizational Psychology.
Hammer, T. H., Anderson, J. F., Gurdon, M. A., Jick, T. D., Petit, A., Stern, R. N., Schwartz, H., Vardi, Y., & Dunnette, M. D. (1977) · Administrative Science Quarterly · doi:10.2307/2391755 · Cited by 11,947
Self-discrepancy: A theory relating self and affect.
Higgins, E. T. (1987) · Psychological Review · doi:10.1037/0033-295x.94.3.319 · Cited by 7,219
Social cognitive theory of self-regulation
Bandura, A. (1991) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(91)90022-l · Cited by 6,875
The Cognitive Structure of Emotions
Ortony, A., Clore, G. L., & Collins, A. (1988) · doi:10.1017/cbo9780511571299 · Cited by 6,208
Methods of Meta-Analysis: Correcting Error and Bias in Research Findings
Schmidt, F. L., & Hunter, J. E. (2015) · doi:10.4135/9781483398105 · Cited by 5,542
Journal of Experimental Psychology: Human Learning and Memory
Bourne, L. E. (1977) · Cited by 4,328
Meta-Analytic Procedures for Social Research.
Metcalfe, A., & Rosenthal, R. (1994) · Journal of the Royal Statistical Society Series D (The Statistician) · doi:10.2307/2348600 · Cited by 4,249
Tosi, H. L. (1991) · Academy of Management Review · doi:10.5465/amr.1991.4278976 · Cited by 4,147
Cited by
Sorted by citations
Items 401–500 of 1,033
Tarakci, M., Ateş, N. Y., Floyd, S. W., Ahn, Y., & Wooldridge, B. (2017) · Strategic Management Journal · doi:10.1002/smj.2745 · Cited by 175
Personality, Self-Regulation, and Adaptation
Matthews, G., Schwean, V. L., Campbell, S. E., Saklofske, D. H., & Mohamed, A. A. R. (2000) · Elsevier eBooks · doi:10.1016/b978-012109890-2/50035-4 · Cited by 169
Goal orientations and the seeking of different types of feedback information
Janssen, O., & Prins, J. (2006) · Journal of Occupational and Organizational Psychology · doi:10.1348/096317906x103410 · Cited by 169
Cascio, W. F. (2014) · Human Resource Development International · doi:10.1080/13678868.2014.886443 · Cited by 163
Learning culture and feedback: an international study of medical athletes and musicians
Watling, C., Driessen, E., van der Vleuten, C. P. M., & Lingard, L. (2014) · Medical Education · doi:10.1111/medu.12407 · Cited by 162
Motivation gains of inferior group members: A meta-analytical review.
Weber, B., & Hertel, G. (2007) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.93.6.973 · Cited by 170
The productivity measurement and enhancement system: A meta-analysis.
Pritchard, R. D., Harrell, M. M., DiazGranados, D., & Guzman, M. J. (2008) · Journal of Applied Psychology · doi:10.1037/0021-9010.93.3.540 · Cited by 170
Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D., & Heredia, S. C. (2016) · Instructional Science · doi:10.1007/s11251-016-9371-3 · Cited by 160
Assessment Through the Student's Eyes
Stiggins, R. (2007) · Educational leadership · Cited by 160
Revisiting “The Power of Feedback” from the perspective of the learner
Mandouit, L., & Hattie, J. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101718 · Cited by 161
Heritage tourism, CSR and the role of employee environmental behaviour
Wells, V. K., Manika, D., Gregory‐Smith, D., Taheri, B., & McCowlen, C. (2015) · Tourism Management · doi:10.1016/j.tourman.2014.12.015 · Cited by 159
Soft skills assessment: theory development and the research agenda
Gibb, S. (2013) · International Journal of Lifelong Education · doi:10.1080/02601370.2013.867546 · Cited by 176
Lam, C. F., DeRue, D. S., Karam, E. P., & Hollenbeck, J. R. (2011) · Organizational Behavior and Human Decision Processes · doi:10.1016/j.obhdp.2011.05.002 · Cited by 172
The influence of performance feedback on goal-setting and mental effort regulation
Venables, L., & Fairclough, S. H. (2009) · Motivation and Emotion · doi:10.1007/s11031-008-9116-y · Cited by 171
Benefiting from negative feedback
Audia, P. G., & Locke, E. A. (2003) · Human Resource Management Review · doi:10.1016/j.hrmr.2003.11.006 · Cited by 164
Gondek, D., Edbrooke-Childs, J. H., Fink, E., Deighton, J., & Wolpert, M. (2016) · Administration and Policy in Mental Health and Mental Health Services Research · doi:10.1007/s10488-015-0710-5 · Cited by 169
Tuti, T., Nzinga, J., Njoroge, M. W., Brown, B. C., Peek, N. B., English, M., Paton, C., & van der Veer, S. N. (2017) · Implementation Science · doi:10.1186/s13012-017-0590-z · Cited by 167
The performance effects of coaching: a multilevel analysis using hierarchical linear modeling
Agarwal, R., Angst, C. M., & Magni, M. (2009) · The International Journal of Human Resource Management · doi:10.1080/09585190903178054 · Cited by 169
Technology Enhanced Formative Assessment for 21st Century Learning
Spector, J. M., Ifenthaler, D., Sampson, D. G., Yang, L., Mukama, E., Warusavitarana, A., Dona, K. L., Eichhorn, K., Fluck, A. E., Huang, R., et al. (2016) · NIE Digital Repository (National Institute of Education, Nanyang Technological University) · Cited by 158
Gerber, A. S., GREEN, D. P., & Larimer, C. W. (2010) · Political Behavior · doi:10.1007/s11109-010-9110-4 · Cited by 157
Formative Assessment: Caveat Emptor
Shepard, L. A. (2017) · Routledge eBooks · doi:10.4324/9781315086545-12 · Cited by 157
Gonzalez-Mule, E. N., & Aguinis, H. (2017) · Journal of Management · doi:10.1177/0149206317710723 · Cited by 169
Decision support for real-time, dynamic decision-making tasks
González, C. (2005) · Organizational Behavior and Human Decision Processes · doi:10.1016/j.obhdp.2004.11.002 · Cited by 157
Seifert, C. F., YUKL, G. A., & McDonald, R. (2003) · Journal of Applied Psychology · doi:10.1037/0021-9010.88.3.561 · Cited by 157
Cafri, G., Kromrey, J. D., & Brannick, M. T. (2010) · Multivariate Behavioral Research · doi:10.1080/00273171003680187 · Cited by 156
Performance Appraisal Procedural Justice: The Role of a Manager’s Implicit Person Theory
Heslin, P. A., & Vandewalle, D. (2009) · Journal of Management · doi:10.1177/0149206309342895 · Cited by 169
Norris‐Watts, C., & Levy, P. (2004) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2003.08.003 · Cited by 160
Workload and Performance: Associations, Insensitivities, and Dissociations
Hancock, P. A., & Matthews, G. (2018) · Human Factors The Journal of the Human Factors and Ergonomics Society · doi:10.1177/0018720818809590 · Cited by 155
Schembre, S. M., Liao, Y., Robertson, M. C., Dunton, G. F., Kerr, J., Haffey, M. E., Burnett, T., Basen-Engquist, K., & Hicklen, R. S. (2018) · Journal of Medical Internet Research · doi:10.2196/jmir.8701 · Cited by 154
van de Ridder, J. M. M., McGaghie, W. C., Stokking, K. M., & ten Cate, O. T. J. (2015) · Medical Education · doi:10.1111/medu.12744 · Cited by 154
Field Experiments in Labor Economics
List, J. A., & Imran Rasul, A. (2011) · Handbook of labour economics · doi:10.1016/s0169-7218(11)00408-4 · Cited by 163
Organizational responses to performance feedback: A meta-analytic review
Kotiloglu, S., Chen, Y., & Lechler, T. G. (2019) · Strategic Organization · doi:10.1177/1476127019883361 · Cited by 154
Charismatic leadership and task feedback
Shea, C. M., & Howell, J. M. (1999) · The Leadership Quarterly · doi:10.1016/s1048-9843(99)00020-x · Cited by 154
London's Career Motivation Theory: An Update on Measurement and Research
London, M., & Noe, R. A. (1997) · Journal of Career Assessment · doi:10.1177/106907279700500105 · Cited by 153
Shuffler, M. L., DiazGranados, D., Maynard, M. T., & Salas, E. (2018) · Academy of Management Annals · doi:10.5465/annals.2016.0045 · Cited by 169
The Handbook Of Academic Writing: A Fresh Approach
Murray, R., & Moore, S. (2006) · Cited by 152
Colquhoun, H. L., Carroll, K. A., Eva, K. W., Grimshaw, J., Ivers, N. M., Michie, S., Sales, A. E., & Brehaut, J. (2017) · Implementation Science · doi:10.1186/s13012-017-0646-0 · Cited by 161
Challenges in multisource feedback: intended and unintended outcomes
Sargeant, J., Mann, K., Sinclair, D., Van der Vleuten, C., & Metsemakers, J. (2007) · Medical Education · doi:10.1111/j.1365-2923.2007.02769.x · Cited by 151
Bynum, W. E., Artino, A. R., Uijtdehaage, S., Webb, A. M. B., & Varpio, L. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002479 · Cited by 151
Sheldon, O. J., Dunning, D. A., & Ames, D. R. (2013) · Journal of Applied Psychology · doi:10.1037/a0034138 · Cited by 151
Correlates of satisfaction with performance appraisal feedback
Jawahar, I. M. “. (2006) · Journal of Labor Research · doi:10.1007/s12122-006-1004-1 · Cited by 159
Motivating Content Contributions to Online Communities: Toward a More Comprehensive Theory
Tedjamulia, S. J. J., Dean, D. L., Olsen, D., & Albrecht, C. C. (2005) · Hawaii International Conference on System Sciences (HICSS) · doi:10.1109/hicss.2005.444 · Cited by 155
Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.10.003 · Cited by 172
Co-operative learning: what makes group-work work?
Slavin, R. E. (2010) · Educational research and innovation · doi:10.1787/9789264086487-9-en · Cited by 156
Anseel, F., Lievens, F., & Levy, P. E. (2007) · International Journal of Management Reviews · doi:10.1111/j.1468-2370.2007.00210.x · Cited by 163
Koenka, A. C., Linnenbrink‐Garcia, L., Moshontz, H., Atkinson, K. M., Sanchez, C. E., & Cooper, H. M. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1659939 · Cited by 168
Wu, Y., & Schunn, C. D. (2020) · American Educational Research Journal · doi:10.3102/0002831220945266 · Cited by 150
A Communication Skills Course for Undergraduate Dental Students
Hannah, A., Millichamp, C. J., & Ayers, K. M. S. (2004) · Journal of Dental Education · doi:10.1002/j.0022-0337.2004.68.9.tb03846.x · Cited by 150
The Contributions of Different Groups of Individuals to Employees’ Creativity
Madjar, N. Y. (2005) · Advances in Developing Human Resources · doi:10.1177/1523422305274525 · Cited by 149
Slade, K., Lambert, M. J., Harmon, S. C., Smart, D. W., & Bailey, R. (2008) · Clinical Psychology & Psychotherapy · doi:10.1002/cpp.594 · Cited by 159
Maier, U., Wolf, N., & Randler, C. (2016) · Computers & Education · doi:10.1016/j.compedu.2015.12.002 · Cited by 148
Cron, W. L., Slocum, J. W., Vandewalle, D., & Fu, (. Q. (2005) · Human Performance · doi:10.1207/s15327043hup1801_3 · Cited by 155
Satisfaction with performance appraisal systems
Cook, J., & Crossman, A. (2004) · Journal of Managerial Psychology · doi:10.1108/02683940410543605 · Cited by 147
Psychological Momentum: Why Success Breeds Success
Iso‐Ahola, S. E., & Dotson, C. O. (2014) · Review of General Psychology · doi:10.1037/a0036406 · Cited by 158
Changing Behavior Using the Model of Action Phases
Keller, L., Gollwitzer, P. M., & Sheeran, P. (2020) · The Handbook of Behavior Change · doi:10.1017/9781108677318.006 · Cited by 147
Feedback, a powerful lever in teams: A review
Gabelica, C., Bossche, P. V. D., Segers, M., & Gijselaers, W. (2012) · Educational Research Review · doi:10.1016/j.edurev.2011.11.003 · Cited by 146
Workplace Aggression as a Consequence of Negative Performance Feedback
Geddes, D., & Baron, R. A. (1997) · Management Communication Quarterly · doi:10.1177/0893318997104002 · Cited by 146
Staging a performance: learners’ perceptions about direct observation during residency
LaDonna, K. A., Hatala, R. A., Lingard, L., Voyer, S., & Watling, C. (2017) · Medical Education · doi:10.1111/medu.13232 · Cited by 151
E-Mail Interruptions and Individual Performance: Is There a Silver Lining?1
Addas, S., & Pinsonneault, A. (2018) · MIS Quarterly · doi:10.25300/misq/2018/13157 · Cited by 145
Bokken, L., Linssen, T., Scherpbier, A. J. J. A., van der Vleuten, C. P. M., & Rethans, J. (2009) · Medical Education · doi:10.1111/j.1365-2923.2008.03268.x · Cited by 144
Relationships among feedback sign, self-efficacy, and acceptance of performance feedback.
Nease, A. A., Mudgett, B. O., & Quiñones, M. A. (1999) · Journal of Applied Psychology · doi:10.1037/0021-9010.84.5.806 · Cited by 144
How Self-Determined Choice Facilitates Performance: A Key Role of the Ventromedial Prefrontal Cortex
Murayama, K., Matsumoto, M., Izuma, K., Sugiura, A., Ryan, R. M., Deci, E. L., & Matsumoto, K. (2015) · Cerebral Cortex · doi:10.1093/cercor/bht317 · Cited by 143
Debowski, S., Wood, R. E., & Bandura, A. (2001) · Journal of Applied Psychology · doi:10.1037/0021-9010.86.6.1129 · Cited by 151
Transfer of Training: The Role of Feedback in Supportive Social Networks
den Bossche, P. V., Segers, M., & Jansen, N. (2010) · International Journal of Training and Development · doi:10.1111/j.1468-2419.2010.00343.x · Cited by 152
Analytics of Learning Strategies
Matcha, W., Gašević, D., Uzir, N. A., Jovanović, J., & Pardo, A. (2019) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3303772.3303787 · Cited by 142
Hollenbeck, J. R., Ilgen, D. R., LePine, J. A., Colquitt, J. A., & Hedlund, J. (1998) · Academy of Management Journal · doi:10.2307/256907 · Cited by 142
Beyond helping: Do other-oriented values have broader implications in organizations?
Korsgaard, M. A., Meglino, B. M., & Lester, S. W. (1997) · Journal of Applied Psychology · doi:10.1037/0021-9010.82.1.160 · Cited by 143
Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning
Halpern, D. F., Millis, K., Graesser, A. C., Butler, H. A., Forsyth, C. M., & Cai, Z. (2012) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2012.03.006 · Cited by 152
Wang, M., Burlacu, G. I., Truxillo, D. M., James, K. E., & Yao, X. (2014) · Journal of Applied Psychology · doi:10.1037/a0038334 · Cited by 152
Just Feelings? The Role of Affect in the Formation of Organizational Fairness Judgments
Barsky, A. P., Kaplan, S. A., & Beal, D. J. (2010) · Journal of Management · doi:10.1177/0149206310376325 · Cited by 149
Rogers, R. P. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.03.048 · Cited by 141
From feedback to revisions: Effects of feedback features and perceptions
Wu, Y., & Schunn, C. D. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101826 · Cited by 147
Managing Employee Performance and Reward
Shields, J. L., Brown, M., Kaine, S., Dolle-Samuel, C., North-Samardzic, A., McLean, P., Johns, R., O’Leary, P., Plimmer, G., & Robinson, J. (2007) · Cambridge University Press eBooks · doi:10.1017/9781009520355 · Cited by 144
The four phases of the digital natives debate
Evans, C., & Robertson, W. (2020) · Human Behavior and Emerging Technologies · doi:10.1002/hbe2.196 · Cited by 161
Performance management theory: A look from the performer's perspective with implications for HRD
Buchner, T. W. (2007) · Human Resource Development International · doi:10.1080/13678860601170294 · Cited by 150
Linking Feedback Quality and Goal Orientation to Feedback Seeking and Job Performance
Whitaker, B. G., & Levy, P. E. (2012) · Human Performance · doi:10.1080/08959285.2012.658927 · Cited by 155
Harrison, S. H., & Dossinger, K. (2017) · Academy of Management Journal · doi:10.5465/amj.2015.0247 · Cited by 149
A new look at within-source interrater reliability of 360-degree feedback ratings.
Greguras, G. J., & Robie, C. (1998) · Journal of Applied Psychology · doi:10.1037//0021-9010.83.6.960 · Cited by 140
Watling, C. J., & Lingard, L. (2012) · Advances in Health Sciences Education · doi:10.1007/s10459-010-9223-x · Cited by 139
Learning to Learn From Benchmark Assessment Data: How Teachers Analyze Results
Oláh, L. N., Lawrence, N. R., & Riggan, M. (2010) · Peabody Journal of Education · doi:10.1080/01619561003688688 · Cited by 139
Formal Control and Trustworthiness
Weibel, A. A. (2007) · Group & Organization Management · doi:10.1177/1059601106293961 · Cited by 143
Williams, A. E. (2024) · International Journal of Research in Education and Science · doi:10.46328/ijres.3404 · Cited by 139
Narciss, S. (2013) · Digital Education Review · doi:10.1344/der.2013.23.7-26 · Cited by 145
Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, W. R., Nussbaum, M., & Claro, S. (2009) · Educational Technology Research and Development · doi:10.1007/s11423-009-9142-9 · Cited by 138
Barriers to the uptake and use of feedback in the context of summative assessment
Harrison, C., Könings, K. D., Schuwirth, L., Wass, V., & van der Vleuten, C. P. M. (2014) · Advances in Health Sciences Education · doi:10.1007/s10459-014-9524-6 · Cited by 152
Fedor, D. B., Davis, W. D., Maslyn, J. M., & Mathieson, K. (2001) · Journal of Management · doi:10.1177/014920630102700105 · Cited by 144
Employee development:an organizational justice perspective
McDowall, A., & Fletcher, C. (2004) · Personnel Review · doi:10.1108/00483480410510606 · Cited by 140
Brown, G., Harris, L. R., O'Quin, C., & Lane, K. E. (2015) · International Journal of Research & Method in Education · doi:10.1080/1743727x.2015.1070823 · Cited by 137
Self-Managing Team Performance: A Systematic Review of Multilevel Input Factors
Magpili, N., & Pazos, P. (2017) · Small Group Research · doi:10.1177/1046496417710500 · Cited by 152
Gamification as a tool for engaging student learning: A field experiment with a gamified app
Welbers, K., Konijn, E. A., Burgers, C. F., de Vaate, N. A. J. D. B., Eden, A., & Brugman, B. C. (2019) · E-Learning and Digital Media · doi:10.1177/2042753018818342 · Cited by 137
Davis, M. C., Unsworth, K. L., Russell, S. V., & Galvan, J. J. (2019) · Business Strategy and the Environment · doi:10.1002/bse.2367 · Cited by 142
The Science of Workplace Instruction: Learning and Development Applied to Work
Kraiger, K., & Ford, J. K. (2020) · Annual Review of Organizational Psychology and Organizational Behavior · doi:10.1146/annurev-orgpsych-012420-060109 · Cited by 162
The Teaching and Learning Toolkit
Higgins, S. (2018) · Cambridge University Press eBooks · doi:10.1017/9781139519618.004 · Cited by 136
360-Degree Assessment: Time for Reinvention
Toegel, G., & Conger, J. A. (2003) · Academy of Management Learning and Education · doi:10.5465/amle.2003.10932156 · Cited by 136
Salvador, C. C., Rochera, M. J., & de Gispert, I. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.01.015 · Cited by 144
Shame, guilt, and the medical learner: ignored connections and why we should care
Bynum, W. E., & Goodie, J. L. (2014) · Medical Education · doi:10.1111/medu.12521 · Cited by 142
‘The Ostrich Problem’: Motivated Avoidance or Rejection of Information About Goal Progress
Webb, T. L., Chang, B. P. I., & Benn, Y. (2013) · Social and Personality Psychology Compass · doi:10.1111/spc3.12071 · Cited by 144
Classroom Assessment to Support Teaching and Learning
Shepard, L. A. (2019) · The Annals of the American Academy of Political and Social Science · doi:10.1177/0002716219843818 · Cited by 161
Molloy, E., Ajjawi, R., Bearman, M., Noble, C., Rudland, J., & Ryan, A. (2019) · Medical Education · doi:10.1111/medu.13802 · Cited by 135
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education
Simonsmeier, B. A., Peiffer, H., Flaig, M., & Schneider, M. (2020) · Research in Higher Education · doi:10.1007/s11162-020-09591-y · Cited by 135
Metadata
- Authors
- Kluger, A. N., & DeNisi, A.
- Affiliations
- Hebrew University of Jerusalem (IL)
- Rutgers, The State University of New Jersey (US)
- ORCID
- Kluger, Avraham N.
- Venue
- Psychological Bulletin
- Published
- 1996-03
- Volume
- 119
- Issue
- 2
- Pages
- 254-284
- ISSN
- 0033-2909 (ISSN-L)
- 1939-1455
- OpenAlex
- W2030441548
- Semantic Scholar
- 97cce81ca813ed757e1e76c0023865c7dbdc7308
- Cited by
- 5,882
- References
- 257
- Citations by year
- 2026: 273 · 2025: 264 · 2024: 235 · 2023: 286 · 2022: 287 · 2021: 369 · 2020: 432 · 2019: 344 · 2018: 302 · 2017: 334 · 2016: 317 · 2015: 354 · 2014: 261 · 2013: 252 · 2012: 221
- FWCI
- 36.04
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Bulletin (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Keywords
- feedback interventions, performance improvement, feedback effectiveness, feedback intervention theory, task learning, task motivation, knowledge of results, motor learning, task characteristics
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
