To determine if learned helplessness results from lack of control over negative events or simply the number of negative events experienced, 60 university students were assigned to one of five treatments: controllable low negative, uncontrollable low negative, controllable high negative, uncontrollable high negative, and no treatment. Backward digit and letter span tasks served as test tasks. The generally nonsignificant results were discussed as possibly due to a procedural error. Further research on this question is needed.

Formative feedback is an active tool for a productive classroom. However, it may affect students’ written language positively or negatively. We all need confirmation from trusted peers or teachers to learn and develop knowledge and understanding. This project investigates what types of feedback teachers provide to students’ written texts and the reasons behind their choices. To collect the data required, four experienced teachers were interviewed. The study shows that it is valuable to give feedback orally to communicate. In spoken situations, teachers can make sure that the students have understood. The problem with written feedback is that it is often not understood or used by the learners. Regardless of whether the feedback appears in speaking or writing, it needs to communicate an understandable and specific message to the learners. The study shows that all teachers prefer providing oral feedback. However, because of time constraints, they use more written feedback. Furthermore, all teachers prefer not to correct all errors in the text. Instead, they focus on one issue at a time. Otherwise, students lose their interest in writing. Moreover, this study highlights the importance of focusing the feedback on an essay’s content, structure, and coherence rather than on grammar. The rationale given by the teachers concerns the students’ willingness to develop as a writer. Too much focus on grammar and incorrect uses of language may have a negative impact on this willingness. The conclusion of this study is that the four teachers prefer to give feedback several times. Firstly, they give informal and oral formative feedback before the task. Secondly, they provide written formative feedback on the students’ drafts. Thus, before submitting their completed texts for final assessment, they have the opportunity to revise their texts with the support of the teacher’s responses.

Feedback is essential to guide performance in simulation-based training (SBT) and to refine learning. Generally outcomes improve when feedback is delivered with personalized tutoring that tailors specific guidance and adapts feedback to the learner in a one-to-on environment. Therefore, emulating by automation these adaptive aspects of human tutors in SBT systems should be an effective way to train individuals. This study investigates the efficacy of automating different types of feedback in a SBT system. These include adaptive bottom-up feedback (i.e., detailed feedback, changing to general as proficiency develops) and adaptive top-down feedback (i.e., general feedback, changing to detailed if performance fails to improve). Other types of non-adaptive feedback were included for performance comparisons as well as to examine the overall cognitive load. To test hypotheses, 130 participants were randomly assigned to five conditions. Two feedback conditions employed adaptive approaches (bottom-up and top-down), two used non-adaptive approaches (constant detailed and constant general), and one functioned as a control group (i.e., only a performance score was given). After preliminary training on the simulator system, participants completed four simulated search and rescue missions (three training missions and one transfer mission). After each training mission, all participants received feedback relative to the condition they were assigned. Overall performance on missions, knowledge post-test scores, and subjective cognitive load were measured and analyzed to determine the effectiveness of the type of feedback. Results indicate that: (1) feedback generally improves performance, confirming prior research; (2) performance for the two adaptive approaches (bottom-up vs. top-down did not differ significantly at the end of training, but the bottom-up group achieved higher performance levels significantly sooner; (3) performance for the bottom-up and constant detailed groups did not differ significantly, although the trend suggests that adaptive bottom-up feedback may yield significant results in further studies. Overall, these results have implications for the implementation of feedback in SBT and beyond for other computer-based training systems.

No description available.

No description available.

Buildings account for 40% of energy consumption in the US. Despite all improvements in buildings shell, equipment, and design, CO2 emissions from buildings are increasing as a result of increased energy consumption. Since occupants spend more than 90% of their time indoors, they are inseparable and significant elements of building system dynamics. Hence, there is a great potential for energy efficiency in buildings using a wide range of programs such as education, intervention, energy feedback, etc. Due to advancement of technology and accessibility of high resolution energy consumption data, utility companies are enabled to focus on implementing energy feedback programs to induce energy efficiency and reduce the peak energy load in the commercial and residential sector. In order to better understand various aspects of energy feedback programs, in the first chapter of this dissertation, I conduct a comprehensive literature review on the state-of-the-art energy feedback study methods and identify gaps of knowledge and challenges faced by researchers in the field. Accordingly, the future research vision is laid out at the intersection of methods and gaps of knowledge used in energy feedback studies and future research opportunities and questions are provided. One of the major gaps of knowledge I identified in the literature review is the lack of quantitative analyses used to investigate the variability of occupant responses to commercial buildings energy feedback programs to evaluate the need for targeted and tailored energy feedback programs. In the second chapter, I conducted a comprehensive analysis on occupant energy-use responses under the influence of a uniform energy feedback program. Furthermore, I investigated the effectiveness of notifications on increasing the level of engagement of the occupants in these studies. The results supported the existence of a variability in responses and engagement level in a uniform energy feedback program which may be due to intra-class variability of occupant behavior. In the third chapter, based on the established need for a targeted energy feedback program, I investigate the predictability of occupant energy consumption behavior and its correlation with energy consumption. The results report that 46% of occupants may be good candidates for targeted energy feedback programs due to their combination of higher levels of energy-use and predictability of their energy consumption behavior. / Ph. D.

Many studies in the field of preservice TESOL teacher education focus on expert teacher feedback to preservice teachers but neglect to address other sources of classroom feedback. This study explored how alternate sources of classroom feedback, including peer teachers and students, compare to expert feedback. A total of thirty participants from three different participant groups were featured. The three participant groups were composed of students studying at an intensive English lab school, preservice teachers who worked at the lab school, and the mentors and university instructors that guided those preservice teachers. Data collection took place through feedback sessions, during which participants used the program GoReact to provide feedback on two videos of TESOL instruction. Feedback gathered in the sessions was analyzed using content analysis and thematic analysis. The results of the study indicate that expert feedback aligns most closely with peer teacher feedback in both the frequency of teaching factors commented on and frequency of positive versus suggestion comments made. Additionally, all feedback groups commented most frequently on teacher focused instructional factors including teacher movement, instruction, and use of strategies. Feedback groups thematically addressed classroom management and teacher questioning practices most frequently. Findings of the study suggest that experts and preservice TESOL teachers should judiciously utilize feedback from varying classroom feedback sources to broaden their understanding of classroom feedback and contextualize instruction.

Mental health in young adults can vary significantly with a large proportion struggling with clinical disorders. Despite the high prevalence of psychopathology, many do not receive help. Relevant barriers to help-seeking include self-reliance, lack of awareness of symptoms or sources of help, and stigma. Measurement Feedback Systems (MFSs) and self-monitoring are potential avenues to assist in treatment engagement. In this study, Bi-Weekly Monitoring with Informational Feedback (BWM) was implemented in a college student population (N = 74) where students were asked to report on their overall psychological functioning and set goals every other week. BWM was evaluated for feasibility, effects on help-seeking overall, and mechanisms of self-monitoring were explored. BWM was determined to be feasible in this population; although, help-seeking attitudes did not change over time as a result of BWM. Ancillary analyses explored the effects of BWM and mental health symptomatology. Participants reported on their attitudes towards BWM which were generally in favor of BWM. Some promising results emerged; however, they were largely statistically insignificant. Limitations of this study include a large drop-out rate in the control group, which left unequal groups. As such, analyses should be interpreted with caution. Future studies should evaluate BWM on a weekly basis with a larger sample to better understand the effects of BWM on self-monitoring mechanisms. / Master of Science / Mental health in young adults can vary significantly with a large proportion struggling with clinical disorders. Despite the high prevalence of psychopathology, many do not receive help. Relevant barriers to help-seeking include self-reliance, lack of awareness of symptoms or sources of help, and stigma. Measurement Feedback Systems (MFSs) and self-monitoring are potential avenues to assist in treatment engagement. In this study, Bi-Weekly Monitoring with Informational Feedback (BWM) was implemented in a college student population (N = 74) where students were asked to report on their overall psychological functioning and set goals every other week. BWM was evaluated for feasibility, effects on help-seeking overall, and mechanisms of self-monitoring were explored. BWM was determined to be feasible in this population; although, help-seeking attitudes did not change over time as a result of BWM. Attitudes towards BWM were variable, yet largely favorable. While some promising results emerged, there has yet to be concrete support for BWM. This study is limited due to a large drop-out rate in the control group, as such the results should be interpreted with caution. Future studies should evaluate BWM on a weekly basis with a larger sample to better understand the effects of BWM on self-monitoring mechanisms.

Master of Science / Department of Psychology / Patrick A. Knight / As organizations continue to decentralize, leaders will have to rely upon other forms of communication (e.g., telephone, video conferencing, email) to perform tasks normally done in face-to-face settings. Email is emerging as the most popular form of communication as a replacement for face-to-face communication. However, email is not entirely capable of conveying the same message as face-to-face interaction. Email is considered a lean form of communication due to the loss of non-verbal cues, the distance between the individuals, and time between messages. While email is a satisfactory replacement for some messages, research has yet to investigate its usefulness in providing performance feedback. As leaders begin to use email as a means of providing feedback, it is necessary to investigate the impact this form of communication has on the goals individuals set, self-efficacy, and affect. The study sampled 94 undergraduate students. The participants were randomly assigned to either receive positive or negative feedback via email or face-to-face interaction. Upon completion of the task, participants created goals to help them improve in the task and completed all other measures. Results indicate that it does not matter whether participants receive face-to-face or email feedback in respect to differences in their reported affect, efficacy, or the goals they set.

Syftet med studien är att bidra med kunskap om relationer mellan olika typer av feedback och arbetsmotivation bland personalarbetare. De typerna av feedback vi behandlat i studien är arbetsrelaterad beröm, konstruktiv feedback samt negativ kritik. Vi utgår ifrån två frågeställningar: Vilken skillnad upplever personalarbetare feedback beroende på vem som är feedbackgivare? samt Vad händer med motivationen hos personalarbetare vid mottagandet av olika typer av feedback? För att samla in empiri till vårt arbete har vi använt oss av en webbenkät som har delats ut via e-post där totalt 68 personalarbetare har deltagit. Vi har använt oss av tvåfaktorteorin samt inre och yttre motivation som teoretiska utgångspunkter. Under arbetets gång har vi analyserat empirin med hjälp av bivariata analyser och medelvärdesanalyser och har därmed kunnat avläsa sambanden mellan variablerna. Ur resultatet kan vi se samband mellan upplevelserna beroende på vem som är feedbackgivare. Det tydligaste sambandet vi kan se är att personalarbetare upplever att feedback från chefer ofta är mer effektfull än feedback från medarbetare. Däremot är det marginella skillnader beroende på vilken typ av feedback som ges.