The impact of feedback and self‐efficacy on performance in training

Katherine A. Karl, Anne M. O'Leary‐Kelly, Joseph J. Martocchio

Research output: Contribution to journalArticlepeer-review


This field experiment examined the main and interactive effects of self‐efficacy and feedback (i.e. the use of feedback versus no feedback) on performance in a speed reading class. Results showed that the provision of feedback was beneficial to the performance of all subjects, however as subject self‐efficacy increased, the beneficial effects of feedback to the subject's performance also increased. Subjects who received feedback on their performance experienced significantly greater increases in self‐efficacy than subjects who received no feedback. The more positive the performance feedback received, the greater the increase in individual self‐efficacy. The implications of these results for training programs are discussed.

Original languageEnglish (US)
Pages (from-to)379-394
Number of pages16
JournalJournal of Organizational Behavior
Issue number4
StatePublished - Jul 1993

ASJC Scopus subject areas

  • Applied Psychology
  • Sociology and Political Science
  • Psychology(all)
  • Organizational Behavior and Human Resource Management


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