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Sources of Self-Esteem II: Performance Feedback

Sources of Self-Esteem II: Performance Feedback

Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem: self-efficacy,...

Negative and Positive Feedback

Negative and Positive Feedback

Animal organs and organ systems constantly adjust to internal and external changes through a process called homeostasis ("steady state"). Examples of these changes include regulation of the level of glucose or calcium in the blood or internal responses to external temperatures. Homeostasis requires maintaining an internal dynamic equilibrium:

Feedback Inhibition

Feedback Inhibition

Biochemical reactions are occurring constantly in cells, converting starting substances to different products, usually with the help of enzymes that speed the reactions. Without enzymes, it would take far too long for most reactions to occur to be useful to the cell!

Effects of feedback

Effects of feedback

Feedback in control systems plays a critical role in shaping various operational parameters, extending beyond simple error reduction to influence stability, bandwidth, gain, impedance, and sensitivity. Understanding these effects requires examining a basic feedback system characterized by defined input, output, error, and feedback signals.
Feedback significantly modifies the gain of a control system. The gain of a system without feedback is altered by a factor of one plus GH, where G represents...

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...

Positive and Negative Feedback Loops

Positive and Negative Feedback Loops

Animal organs and organ systems constantly adjust to internal and external changes through a process called homeostasis ("steady state"). Examples of these changes include regulation of the level of glucose or calcium in the blood or internal responses to external temperatures. Homeostasis requires maintaining an internal dynamic equilibrium:

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Related Experiment Video

Updated: May 10, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Difficulty giving feedback on underperformance undermines the educational value of multi-source feedback.

John R Ingram¹, Elizabeth J Anderson, Lesley Pugsley

¹Cardiff University , UK.

Medical Teacher

|July 2, 2013

Summary

Multi-source feedback (MSF) offers limited educational gains due to insufficient constructive criticism. Rater reluctance and trainee bias hinder feedback quality, impacting doctors

Related Experiment Videos

Last Updated: May 10, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

Medical Education
Healthcare Professional Development
Doctoral Training

Background:

Multi-source feedback (MSF) is a tool for assessing doctors' attitudes and behaviors.
MSF was designed for both summative and formative assessment purposes.

Purpose of the Study:

To investigate how feedback quality and trainee acceptance influence the formative educational value of MSF.
To understand the factors affecting the effectiveness of MSF in medical training.

Main Methods:

Semi-structured interviews were conducted with eight dermatology trainees.
An insider researcher position was adopted, following two pilot interviews.
Template analysis, a form of thematic analysis, was used on manually transcribed interview data.

Main Results:

MSF yielded limited formative educational gains due to a lack of constructive feedback on performance.
Raters faced difficulties providing developmental feedback, fearing loss of anonymity.
Trainees tended to select raters perceived to give favorable comments, and dual-use of MSF for appraisals promoted a 'tick-box' mentality.

Conclusions:

The effectiveness of MSF for formative learning is constrained by insufficient developmental feedback.
Lack of constructive feedback may provide false reassurance, potentially reinforcing negative behaviors.