Access Type
Open Access Dissertation
Date of Award
1-1-2009
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Psychology
First Advisor
Ira Firestone
Abstract
ABSTRACT
This study examined whether a sense of control moderated the relationship between self-regulation and performance on an anagram task. High school students agreeing to participate in this study completed the Behavioral Inhibition/Behavioral Approach Scale (BIS/BAS) in order to determine individual promotion or prevention chronic self-regulatory strategies, as well as the revised Children's Attributional Style Questionnaire (CASQ-R) to determine a sense of control based on explanatory style. Changes in mood and performance on anagram tasks were measured at three different times during the study: prior to, after, and after discrediting randomly assigned negative or positive feedback. Performance tasks were designed to facilitate advancing (promotion) or vigilant (prevention) chronic self-regulatory strategies. Random feedback was given to students after completing the first set of anagrams and then discredited after the second set of anagrams to determine who was more likely to experience lingering effects of negative or positive feedback. Results indicated moderator effects after feedback with inhibitory behaviors being more predictive of performance, and students described as prevention-optimists most likely to increase performance scores after receiving positive feedback. Although results indicated no significant effects on mood, some interesting trends regarding performance and self-knowledge suggest changes in affect may be associated with feedback.
Recommended Citation
Feravich, Annette, "Does A Sense Of Control Moderate Self-Regulation Strategies And Performance? When Feedback Lingers" (2009). Wayne State University Dissertations. 44.
https://digitalcommons.wayne.edu/oa_dissertations/44
Included in
Cognitive Psychology Commons, Developmental Psychology Commons, Social Psychology Commons