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Evaluating feedback frequency preference and its relation to task performance.

Janea J Thibodeaux1, Pierce M Taylor1, Janelle K Bacotti2

  • 1Department of Psychology, Louisiana State University, Baton Rouge, LA, USA.

Journal of Applied Behavior Analysis
|December 26, 2024
PubMed
Summary
This summary is machine-generated.

Trainees preferred less frequent feedback as their performance improved, showing an inverse relationship between feedback preference and task success. Preferences also adjusted based on task component complexity.

Keywords:
feedbackfrequencyperformancepreferencesupervisiontraining

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Area of Science:

  • Educational Psychology
  • Human Performance Studies

Background:

  • Limited research exists on trainee feedback preferences and their impact on performance.
  • Previous studies focused on feedback characteristics, not trainee-selected preferences.

Purpose of the Study:

  • To assess trainee preference for feedback frequency and its relationship with task performance.
  • To examine how feedback preferences differ across task components based on complexity.

Main Methods:

  • A within-subject experimental design was employed.
  • Thirty-five undergraduate students completed two tasks, with opportunities to request feedback after each component.
  • Participant feedback requests were recorded and analyzed against performance metrics.

Main Results:

  • An inverse relationship between feedback frequency preference and task performance was observed in 85.71% of participants.
  • Trainees requested feedback less frequently as their performance improved.
  • Feedback preferences varied significantly with the complexity of task components.

Conclusions:

  • Trainee feedback preferences are dynamic and inversely related to performance.
  • Feedback delivery should consider task complexity and trainee performance levels.
  • Findings have implications for optimizing training, supervision, and feedback strategies.