Personality and Social Psychology Bulletin

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Register here to gain access to SAGE's 500+ Journals Online

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Kast, A.
Right arrow Articles by Connor, K.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Kast, A.
Right arrow Articles by Connor, K.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Personality and Social Psychology Bulletin, Vol. 14, No. 3, 514-523 (1988)
DOI: 10.1177/0146167288143010

Sex and Age Differences in Response to Informational and Controlling Feedback

Audrey Kast

University of Wisconsin

Kathleen Connor

Concord College

This study examined two issues ensuing from cognitive evaluation theory (Deci, 1975; Deci & Ryan, 1980, 1985), through the manipulation of positive feedback to third, fifth, and eighth grade children. Analysis of self-reported interest revealed that, as predicted, controlling feedback significantly lowered interest relative to informational -and no-feedback groups. The hypothesis that informational feedback would raise interest levels relative to the no-feedback group was not supported, perhaps due to a ceiling effect. These results replicate and extend previous findings with adults to children in a classroom context. A mixed-feedback condition, containing components of both information and control, yielded sex differences. As predicted, in the mixed condition, females reported interest levels significantly lower than those reported by males in that condition and by females in the informational -and no-feedback conditions. Although interest declined across grade level, the decline was greatest in the mixed condition, between fifth and eighth grades.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 Pers Soc Psychol BullHome page
R. Koestner, M. Zuckerman, and J. Koestner
Attributional Focus of Praise and Children's Intrinsic Motivation: The Moderating Role of Gender
Pers Soc Psychol Bull, March 1, 1989; 15(1): 61 - 72.
[Abstract]