Negative feedback and performance: The moderating effect of emotion regulation

Raftery, Jacquelyn N.; Bizer, George Y.

doi:10.1016/j.paid.2009.04.024

Cited by 34 publications

(41 citation statements)

References 21 publications

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“…Although there are few studies on emotional regulation, this result was expected, since the literature shows that emotions play an important role in school and academic learning (Costa & Boruchovitch, 2009;Cruvinel & Boruchovitch, 2011;Dell'Agli, 2008;Raftery & Bizer, 2009;Turner & Husman, 2008). In addition, the students who can act on their emotions, trying to control them, tend to present better academic performance (Pekrun, 2006;Pekrun et al, 2011).…”

Section: Discussionmentioning

confidence: 90%

“…Although there is consensus among researchers that the cognitive and affective aspects are related to learning, they indicate the need for future investigations to be conducted in order to examine in more depth the relationship between these two aspects in the school and academic context (DeCuir-Gunby et al, 2009;Kesici & Erdogan, 2009;Pekrun et al, 2002;Raftery & Bizer, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Studies also reveal that the emotions exercise important infl uences on school and academic learning, making it easier or hindering it (Costa & Boruchovitch, 2009;Cruvinel & Boruchovitch, 2011;Dell'Agli, 2008;Kavasoglu, 2009;Knight, 2010;Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011;Raftery & Bizer, 2009;Turner & Husman, 2008). There are various emotions that are associated with academic and school performance.…”

Section: Estrategias De Aprendizaje Y De Regulación Emocional De Estumentioning

confidence: 99%

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Learning Strategies and Emotional Regulation of Pedagogy Students

Bortoletto

Boruchovitch

2013

Paidéia (Ribeirão Preto)

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Abstract:The aim of this study was to investigate the learning strategies and emotional regulation of 298 students of private and public university teacher formation courses of a city in Minas Gerais state. The study also examined the joint contribution of emotional regulation, age group and year of the course on the learning strategies scores of the participants. The participants were of both sexes, ranging from 18 to 54 years of age and enrolled in the fi rst to the fourth year of two universities. Data was collected using two Likert type scales for university students: one for the evaluation of learning strategies and the other for the evaluation of emotional regulation strategies. Results showed a positive, signifi cant, moderate correlation between learning strategies and emotional regulation strategies. Emotional regulation, age range and year of the course showed a joint association with learning strategies scores. Data is discussed in terms of its psychoeducational implications.

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Estrategias De Aprendizaje Y De Regulación Emocional De Estumentioning

confidence: 99%

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Learning Strategies and Emotional Regulation of Pedagogy Students

Bortoletto

Boruchovitch

2013

Paidéia (Ribeirão Preto)

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“…En el caso del vigor, si bien es cierto que su inclusión en el modelo resultó significativa, lo dejó de ser cuando se incluyó en éste las tres dimensiones del SOC. Manejar adecuadamente nuestras emociones se ha relacionado con el bienestar (Karademas, Tsalikou y Tallarou, 2011) y con el rendimiento en diferentes contextos (Raftery et al, 2009;Wallace et al, 2009). Específicamente reevaluar cognitivamente nuestras emociones ayuda al mantenimiento de un mayor balance de emociones positivas (Augustine y Hemenover, 2009).…”

Section: Discussionunclassified

“…Se trata de -una estrategia de bajo costo que se implementa en el inicio del proceso de la generación de las emociones, antes de que surjan, modificando así su impacto sobre el individuo‖ (Gross, 1998, p. 275). Esta estrategia está asociada con muchos indicadores positivos (Gross y John, 2003;Nezlek y Kuppens, 2008), incluyendo el rendimiento en la tarea en diferentes contextos (Raftery y Bizer, 2009;Wallace, Edwards, Shull y Finch, 2009), y considerándose como una de las estrategias de regulación emocional más eficaces en la reducción de las emociones negativas (John y Gross, 2004;Nezlek y Kuppens, 2008).…”

Section: Figura 2 Modelo Salutogénico De Antonovsky (1987) Adaptadounclassified

Evaluación y predicción del work engagement en voluntarios: el papel del sentido de la coherencia y la reevaluación cognitiva

et al. 2014

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Resumen: Una perspectiva salutogénica se está imponiendo en el ámbito de las organizaciones. Frente al estudio del desgaste profesional o burnout, y en cierta medida, gracias a él, ha surgido el concepto de vinculación al trabajo o engagement. Este trabajo plantea conocer el nivel de engagement de los voluntarios de una asociación que atiende a personas con cáncer y a sus familiares, y el rol que juegan la Reevaluación Cognitiva y el Sentido de Coherencia en su explicación. También se analiza la manera en la que estos factores cognitivos y emocionales se relacionan a la hora de explicar la vinculación dentro de la organización. La muestra está compuesta por 136 voluntarios. Se llevaron a cabo análisis descriptivos, de correlación, de regresión jerár-quica y análisis de efectos indirectos a través de la técnica de remuestreo o bootstrapping. Los resultados muestran que la reevaluación cognitiva tiene un efecto directo en la varianza del engagement, así como el sentido de coherencia, que a su vez ejercería un papel mediador entre ambas variables. Se discuten las implicaciones de los resultados para promover la vinculación al trabajo de los voluntarios. Palabras clave: Bootstrapping; efecto indirecto; engagement; reevaluación cognitiva; sentido de la coherencia; vinculación con el trabajo; voluntarios.Title: Assesment and prediction of work engagement in a health volunteers sample: the role of Sense of Coherence and Cognitive Reappraisal. Abstract: A salutogenic perspective within organizations is becoming more important. Faced with the study of burnout, and to some extent, thanks to its, has emerged the concept work engagement. This study aims to determine the level of engagement of volunteers from an association that serves people with cancer and their families, and show some factors that could explain it, in particular, cognitive reappraisal and sense of coherence. We also want to analyze the way in which cognitive and emotional factors related to explain this relationship within the organization. The sample consists of 136 volunteers. Descriptive analysis, correlation analysis, regression analysis and analysis of indirect effects were conducted using the statistical procedure bootstrapping. The results show that cognitive reappraisal has a direct effect on the variance of engagement. The sense of coherence, besides having a direct effect, have a mediating role between the two variables. We discuss the implications of the results to promote the work engagement of volunteers. Key words: Bootstrapping; cognitive reappraisal; engagement; indirect effect; sense of coherence; volunteers. IntroducciónEn los últimos veinticinco años se ha investigado y desarrollado ampliamente el estudio del estrés laboral y sus consecuencias sobre las organizaciones y sobre los individuos que las componen. Bajo ésta perspectiva, apareció y se potenció la línea de investigación sobre el burnout o desgaste profesional (Maslach y Jackson, 1986). Han sido numerosas las investigaciones, comunicaciones y trabajos presentados en congresos di...

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The effects of supervisory negative feedback and coaching on employees' responses to feedback: The moderating role of mindset

Zyberaj

2024

Human Resource Dev Quarterly

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Feedback is a vital human resource development (HRD) practice, extensively researched and used to regulate employee behavior and performance. However, despite a century of research and immense significance and use, we still do not fully know why some accept feedback while others reject it. Critics blame both providers and recipients, as well as feedback message format, for this failure. In this study, I investigated whether the focus of the supervisory feedback (negative vs. negative and facilitative) could enhance employees' responses to feedback (e.g., acceptance and use). I also examined whether employees' mindset (i.e., fixed vs. growth) would moderate these relationships. I proposed that employee coaching (i.e., negative and facilitative) would be more accepted than negative feedback alone. In addition, I expected a positive moderating role of the growth mindset between supervisory feedback and employees' responses. To test these assumptions, I conducted a laboratory experimental vignette study (N = 69). In line with propositions, employee coaching had a larger effect on the employees' responses to feedback (e.g., feedback acceptance; M = 4.95, SD = 1.24) than negative feedback alone (M = 4.08, SD = 1.35). In addition, simple slope results showed that employee coaching was significantly higher than negative feedback for growth mindset (i.e., +1 SD). Finally, path analysis revealed that the interaction between negative feedback, employee coaching, and mindset yielded the strongest positive effect on employees' responses to feedback. Overall, findings add to and endorse calls for more future‐focused HRD practices during feedback interventions. In addition, for effective feedback, this study calls for HRD practitioners to account for all critical factors involved in feedback exchanges, from provider to recipient and feedback message.

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Negative feedback and performance: The moderating effect of emotion regulation

Cited by 34 publications

References 21 publications

Learning Strategies and Emotional Regulation of Pedagogy Students

Learning Strategies and Emotional Regulation of Pedagogy Students

Evaluación y predicción del work engagement en voluntarios: el papel del sentido de la coherencia y la reevaluación cognitiva

The effects of supervisory negative feedback and coaching on employees' responses to feedback: The moderating role of mindset

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