Effect of Performance Feedback on Perceived Knowledge and Likelihood to Pursue Continuing Education

Authors

Lindsey Elizabeth Eberman, Florida International UniversityFollow

Document Type

Dissertation

Major/Program

Athletic Training

First Advisor's Name

Dr. Mohammed Farouk

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Dr. Alexis McKenney

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Dr. Brady Tripp

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Roger Gonzalez

Fourth Advisor's Committee Title

Committee Member

Keywords

multiple linear regression, exercise associated muscle cramps, actual knowledge assessment, knowledge gap

Date of Defense

7-15-2008

Abstract

The purpose of this study was to assess the effect of performance feedback on Athletic Trainers’ (ATs) perceived knowledge (PK) and likelihood to pursue continuing education (CE). The investigation was grounded in the theories of “the definition of the situation” (Thomas & Thomas, 1928) and the “illusion of knowing,” (Glenberg, Wilkinson, & Epstein, 1982) suggesting that PK drives behavior. This investigation measured the degree to which knowledge gap predicted CE seeking behavior by providing performance feedback designed to change PK. A pre-test post-test control-group design was used to measure PK and likelihood to pursue CE before and after assessing actual knowledge. ATs (n=103) were randomly sampled and assigned to two groups, with and without performance feedback. Two independent samples t-tests were used to compare groups on the difference scores of the dependent variables. Likelihood to pursue CE was predicted by three variables using multiple linear regression: perceived knowledge, pre-test likelihood to pursue CE, and knowledge gap. There was a 68.4% significant difference (t101= 2.72, p=0.01, ES=0.45) between groups in the change scores for likelihood to pursue CE because of the performance feedback (Experimental group=13.7% increase; Control group= 4.3% increase). The strongest relationship among the dependent variables was between pre-test and post-test measures of likelihood to pursue CE (F2,102=56.80, p<0.01, r=0.73, R2=0.53). The pre- and post-test predictive relationship was enhanced when group was included in the model. In this model [YCEpost=0.76XCEpre-0.34 Xgroup+2.24+E], group accounted for a significant amount of unique variance in predicting CE while the pre-test likelihood to pursue CE variable was held constant (F3,102=40.28, p<0.01,: r=0.74, R2=0.55). Pre-test knowledge gap, regardless of group allocation, was a linear predictor of the likelihood to pursue CE (F1,102=10.90, p=.01, r=.31, R2=.10). In this investigation, performance feedback significantly increased participants’ likelihood to pursue CE. Pre-test knowledge gap was a significant predictor of likelihood to pursue CE, regardless if performance feedback was provided. ATs may have self-assessed and engaged in internal feedback as a result of their test-taking experience. These findings indicate that feedback, both internal and external, may be necessary to trigger CE seeking behavior.

Identifier

FI08121904

Recommended Citation

Eberman, Lindsey Elizabeth, "Effect of Performance Feedback on Perceived Knowledge and Likelihood to Pursue Continuing Education" (2008). FIU Electronic Theses and Dissertations. 62.
https://digitalcommons.fiu.edu/etd/62