Archived Abstracts
An Examination of the Relationship Between Self-Esteem and Task Performance
Location
Room 215, Schewel Hall
Access Type
Campus Access Only
Entry Number
52
Start Date
4-8-2020 1:45 PM
End Date
4-8-2020 2:00 PM
Department
Psychology
Abstract
Despite one’s level of self-esteem, feedback professors give can make or break one’s attitude and level of determination. The purpose of this study was to examine the effect of feedback on both task performance and self-esteem. Participants were given five minutes to complete a word search task and were randomly assigned to receive either positive or negative feedback of their performance on this task. Prior to receiving feedback, participants rated how their perceived difficulty of the task on a scale of 1 (not difficult at all) to 5 (very difficult). Participants also rated their perceived performance on the task on a scale of 1(not confident at all) to 5 (very confident). Self-esteem was measured both before and after feedback. Participants then completed a second word search task. It was hypothesized that participants who received positive feedback would have improved performance on the second word search compared to those who received negative feedback. It was expected that this relationship would be affected by participants’ self-esteem. It was predicted that participants with high self esteem in the negative feedback group would perform better than those with low self-esteem, and those with low self esteem in the positive feedback group would show more improvement on the task than those with high self-esteem.
Faculty Mentor(s)
Dr. Pepper Hanna
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An Examination of the Relationship Between Self-Esteem and Task Performance
Room 215, Schewel Hall
Despite one’s level of self-esteem, feedback professors give can make or break one’s attitude and level of determination. The purpose of this study was to examine the effect of feedback on both task performance and self-esteem. Participants were given five minutes to complete a word search task and were randomly assigned to receive either positive or negative feedback of their performance on this task. Prior to receiving feedback, participants rated how their perceived difficulty of the task on a scale of 1 (not difficult at all) to 5 (very difficult). Participants also rated their perceived performance on the task on a scale of 1(not confident at all) to 5 (very confident). Self-esteem was measured both before and after feedback. Participants then completed a second word search task. It was hypothesized that participants who received positive feedback would have improved performance on the second word search compared to those who received negative feedback. It was expected that this relationship would be affected by participants’ self-esteem. It was predicted that participants with high self esteem in the negative feedback group would perform better than those with low self-esteem, and those with low self esteem in the positive feedback group would show more improvement on the task than those with high self-esteem.