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You searched for subject:( Performance Feedback). Showing records 1 – 30 of 273 total matches.

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Penn State University

1. Scaduto, Anne. Improving reactions to performance appraisal: The effects of appraisal system characteristics, leader-member exchange and trustworthiness.

Degree: PhD, Psychology, 2011, Penn State University

 The current study uses a sample of graduate student and adviser pairs to examine factors that shape reactions to performance appraisal. The purpose of this… (more)

Subjects/Keywords: feedback; performance appraisal

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Scaduto, A. (2011). Improving reactions to performance appraisal: The effects of appraisal system characteristics, leader-member exchange and trustworthiness. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11782

Chicago Manual of Style (16th Edition):

Scaduto, Anne. “Improving reactions to performance appraisal: The effects of appraisal system characteristics, leader-member exchange and trustworthiness.” 2011. Doctoral Dissertation, Penn State University. Accessed October 15, 2019. https://etda.libraries.psu.edu/catalog/11782.

MLA Handbook (7th Edition):

Scaduto, Anne. “Improving reactions to performance appraisal: The effects of appraisal system characteristics, leader-member exchange and trustworthiness.” 2011. Web. 15 Oct 2019.

Vancouver:

Scaduto A. Improving reactions to performance appraisal: The effects of appraisal system characteristics, leader-member exchange and trustworthiness. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Oct 15]. Available from: https://etda.libraries.psu.edu/catalog/11782.

Council of Science Editors:

Scaduto A. Improving reactions to performance appraisal: The effects of appraisal system characteristics, leader-member exchange and trustworthiness. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11782

2. N. G. Ngudle. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.

Degree: M.Ed, Faculty of Education, 2014, University of Fort Hare

Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with… (more)

Subjects/Keywords: feedback – assessment – performance.; models of feedback.; oral feedback – written feedback.

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APA (6th Edition):

Ngudle, N. G. (2014). Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1016499

Chicago Manual of Style (16th Edition):

Ngudle, N. G.. “Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.” 2014. Masters Thesis, University of Fort Hare. Accessed October 15, 2019. http://hdl.handle.net/10353/d1016499.

MLA Handbook (7th Edition):

Ngudle, N. G.. “Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.” 2014. Web. 15 Oct 2019.

Vancouver:

Ngudle NG. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. [Internet] [Masters thesis]. University of Fort Hare; 2014. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10353/d1016499.

Council of Science Editors:

Ngudle NG. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. [Masters Thesis]. University of Fort Hare; 2014. Available from: http://hdl.handle.net/10353/d1016499


Texas A&M University

3. Kabins, Adam Howard. Ratee Reactions: Negative Feedback as a Motivating Source.

Degree: 2012, Texas A&M University

 The majority of empirical research on responses to negative feedback has focused on affective responses to negative feedback, which have largely been adverse. The purpose… (more)

Subjects/Keywords: Negative feedback; Performance Appraisal; Regulation

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APA (6th Edition):

Kabins, A. H. (2012). Ratee Reactions: Negative Feedback as a Motivating Source. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8855

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kabins, Adam Howard. “Ratee Reactions: Negative Feedback as a Motivating Source.” 2012. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8855.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kabins, Adam Howard. “Ratee Reactions: Negative Feedback as a Motivating Source.” 2012. Web. 15 Oct 2019.

Vancouver:

Kabins AH. Ratee Reactions: Negative Feedback as a Motivating Source. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8855.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kabins AH. Ratee Reactions: Negative Feedback as a Motivating Source. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8855

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

4. Teague, Sarah Elizabeth. A LITTLE GOES A LONG WAY:.

Degree: MS, Psychology, 2011, Penn State University

 Emotions have been found to convey information that helps individuals make sense of and manipulate their environment. One example that is relevant to the workplace… (more)

Subjects/Keywords: anger; emotions; feedback; creative performance

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APA (6th Edition):

Teague, S. E. (2011). A LITTLE GOES A LONG WAY:. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12398

Chicago Manual of Style (16th Edition):

Teague, Sarah Elizabeth. “A LITTLE GOES A LONG WAY:.” 2011. Masters Thesis, Penn State University. Accessed October 15, 2019. https://etda.libraries.psu.edu/catalog/12398.

MLA Handbook (7th Edition):

Teague, Sarah Elizabeth. “A LITTLE GOES A LONG WAY:.” 2011. Web. 15 Oct 2019.

Vancouver:

Teague SE. A LITTLE GOES A LONG WAY:. [Internet] [Masters thesis]. Penn State University; 2011. [cited 2019 Oct 15]. Available from: https://etda.libraries.psu.edu/catalog/12398.

Council of Science Editors:

Teague SE. A LITTLE GOES A LONG WAY:. [Masters Thesis]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12398


University of North Texas

5. Rossi, Kathleen Anne. Monitoring and Increasing Goal Related Instruction and Engagement in Groups of Children with Autism.

Degree: 2012, University of North Texas

 A high rate of instructional engagement is important to maximize progress in early intensive behavioral interventions (EIBI). Teachers responsible for eliciting instructional engagement may need… (more)

Subjects/Keywords: Autism; group contingencies; performance feedback

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APA (6th Edition):

Rossi, K. A. (2012). Monitoring and Increasing Goal Related Instruction and Engagement in Groups of Children with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115148/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rossi, Kathleen Anne. “Monitoring and Increasing Goal Related Instruction and Engagement in Groups of Children with Autism.” 2012. Thesis, University of North Texas. Accessed October 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc115148/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rossi, Kathleen Anne. “Monitoring and Increasing Goal Related Instruction and Engagement in Groups of Children with Autism.” 2012. Web. 15 Oct 2019.

Vancouver:

Rossi KA. Monitoring and Increasing Goal Related Instruction and Engagement in Groups of Children with Autism. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Oct 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115148/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rossi KA. Monitoring and Increasing Goal Related Instruction and Engagement in Groups of Children with Autism. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115148/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Harvard University

6. Wolf, Elizabeth B. Emotion as Performance Feedback: (Mis)Inferring Work Quality From Evaluators’ Affect.

Degree: PhD, 2017, Harvard University

Evaluators often express emotion in evaluative situations (e.g., performance reviews, job interviews) for reasons both related and unrelated to the evaluation itself. This paper explores… (more)

Subjects/Keywords: Emotional expression; performance feedback

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APA (6th Edition):

Wolf, E. B. (2017). Emotion as Performance Feedback: (Mis)Inferring Work Quality From Evaluators’ Affect. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:41140222

Chicago Manual of Style (16th Edition):

Wolf, Elizabeth B. “Emotion as Performance Feedback: (Mis)Inferring Work Quality From Evaluators’ Affect.” 2017. Doctoral Dissertation, Harvard University. Accessed October 15, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:41140222.

MLA Handbook (7th Edition):

Wolf, Elizabeth B. “Emotion as Performance Feedback: (Mis)Inferring Work Quality From Evaluators’ Affect.” 2017. Web. 15 Oct 2019.

Vancouver:

Wolf EB. Emotion as Performance Feedback: (Mis)Inferring Work Quality From Evaluators’ Affect. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Oct 15]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:41140222.

Council of Science Editors:

Wolf EB. Emotion as Performance Feedback: (Mis)Inferring Work Quality From Evaluators’ Affect. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:41140222


University of Newcastle

7. Nolan, John Anthony. An investigation into the provision of performance feedback in selected Australian workplaces.

Degree: PhD, 2012, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Organisations and individuals have continuously expressed concerns about the failure of performance management systems to provide adequate and… (more)

Subjects/Keywords: performance feedback; performance management; workplace setting

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nolan, J. A. (2012). An investigation into the provision of performance feedback in selected Australian workplaces. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/932186

Chicago Manual of Style (16th Edition):

Nolan, John Anthony. “An investigation into the provision of performance feedback in selected Australian workplaces.” 2012. Doctoral Dissertation, University of Newcastle. Accessed October 15, 2019. http://hdl.handle.net/1959.13/932186.

MLA Handbook (7th Edition):

Nolan, John Anthony. “An investigation into the provision of performance feedback in selected Australian workplaces.” 2012. Web. 15 Oct 2019.

Vancouver:

Nolan JA. An investigation into the provision of performance feedback in selected Australian workplaces. [Internet] [Doctoral dissertation]. University of Newcastle; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1959.13/932186.

Council of Science Editors:

Nolan JA. An investigation into the provision of performance feedback in selected Australian workplaces. [Doctoral Dissertation]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/932186


University of Akron

8. Whitaker, Brian. EXPLICATING THE LINKS BETWEEN THE FEEDBACK ENVIRONMENT, FEEDBACK SEEKING, AND JOB PERFORMANCE.

Degree: PhD, Psychology-Industrial/Organizational, 2007, University of Akron

 Contemporary feedback researchers have adopted theoretical perspectives in which broad personal characteristics interact with the work environment to influence a more narrow, domain-specific trait (i.e.,… (more)

Subjects/Keywords: Psychology, Industrial; FEEDBACK SEEKING; FEEDBACK ENVIRONMENT; FEEDBACK; feedback orientation; goal orientation; SEEKING; JOB PERFORMANCE

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Whitaker, B. (2007). EXPLICATING THE LINKS BETWEEN THE FEEDBACK ENVIRONMENT, FEEDBACK SEEKING, AND JOB PERFORMANCE. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1187456858

Chicago Manual of Style (16th Edition):

Whitaker, Brian. “EXPLICATING THE LINKS BETWEEN THE FEEDBACK ENVIRONMENT, FEEDBACK SEEKING, AND JOB PERFORMANCE.” 2007. Doctoral Dissertation, University of Akron. Accessed October 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1187456858.

MLA Handbook (7th Edition):

Whitaker, Brian. “EXPLICATING THE LINKS BETWEEN THE FEEDBACK ENVIRONMENT, FEEDBACK SEEKING, AND JOB PERFORMANCE.” 2007. Web. 15 Oct 2019.

Vancouver:

Whitaker B. EXPLICATING THE LINKS BETWEEN THE FEEDBACK ENVIRONMENT, FEEDBACK SEEKING, AND JOB PERFORMANCE. [Internet] [Doctoral dissertation]. University of Akron; 2007. [cited 2019 Oct 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1187456858.

Council of Science Editors:

Whitaker B. EXPLICATING THE LINKS BETWEEN THE FEEDBACK ENVIRONMENT, FEEDBACK SEEKING, AND JOB PERFORMANCE. [Doctoral Dissertation]. University of Akron; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1187456858


University of Western Ontario

9. Doyle, Kevin. Subordinate Ratings of Supervisor Performance: Balancing Accountability and Anonymity.

Degree: 2013, University of Western Ontario

 Multi-source feedback often includes ratings from one’s subordinates; however, there is little research on the accuracy of these ratings. With multi-source feedback systems being used… (more)

Subjects/Keywords: Performance management; Cronbach accuracy components; Feedback; Subordinate Ratings; 360 degree feedback; Multi-source feedback

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APA (6th Edition):

Doyle, K. (2013). Subordinate Ratings of Supervisor Performance: Balancing Accountability and Anonymity. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/1395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Doyle, Kevin. “Subordinate Ratings of Supervisor Performance: Balancing Accountability and Anonymity.” 2013. Thesis, University of Western Ontario. Accessed October 15, 2019. https://ir.lib.uwo.ca/etd/1395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Doyle, Kevin. “Subordinate Ratings of Supervisor Performance: Balancing Accountability and Anonymity.” 2013. Web. 15 Oct 2019.

Vancouver:

Doyle K. Subordinate Ratings of Supervisor Performance: Balancing Accountability and Anonymity. [Internet] [Thesis]. University of Western Ontario; 2013. [cited 2019 Oct 15]. Available from: https://ir.lib.uwo.ca/etd/1395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Doyle K. Subordinate Ratings of Supervisor Performance: Balancing Accountability and Anonymity. [Thesis]. University of Western Ontario; 2013. Available from: https://ir.lib.uwo.ca/etd/1395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

10. Reyneke, Susanna Gertruida. The alignment of performance indicators within the Overstrand Local Municipality : determining the role of management / Susanna Gertruida Reyneke .

Degree: 2014, North-West University

 This study investigates the role of managers, especially senior managers, with respect to the alignment of individual and institutional performance indicators in the Overstrand Local… (more)

Subjects/Keywords: Performance Management; Performance Management System; Human Resources; Appraisal; Management; Performance Feedback

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APA (6th Edition):

Reyneke, S. G. (2014). The alignment of performance indicators within the Overstrand Local Municipality : determining the role of management / Susanna Gertruida Reyneke . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/13962

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reyneke, Susanna Gertruida. “The alignment of performance indicators within the Overstrand Local Municipality : determining the role of management / Susanna Gertruida Reyneke .” 2014. Thesis, North-West University. Accessed October 15, 2019. http://hdl.handle.net/10394/13962.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reyneke, Susanna Gertruida. “The alignment of performance indicators within the Overstrand Local Municipality : determining the role of management / Susanna Gertruida Reyneke .” 2014. Web. 15 Oct 2019.

Vancouver:

Reyneke SG. The alignment of performance indicators within the Overstrand Local Municipality : determining the role of management / Susanna Gertruida Reyneke . [Internet] [Thesis]. North-West University; 2014. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10394/13962.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reyneke SG. The alignment of performance indicators within the Overstrand Local Municipality : determining the role of management / Susanna Gertruida Reyneke . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/13962

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Harvard University

11. Eyring, Henry Christian. Private and Public Performance Reports as Drivers of Performance and Determinants of Performance Measure Information Content.

Degree: DBA, 2017, Harvard University

This dissertation addresses how private and public performance reports affect performance and the information content of performance measures. First, I show how disclosing consumer ratings… (more)

Subjects/Keywords: Performance Measurement; Disclosure; Performance Feedback; Relative Performance Information; Behavioral Economics

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APA (6th Edition):

Eyring, H. C. (2017). Private and Public Performance Reports as Drivers of Performance and Determinants of Performance Measure Information Content. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620146

Chicago Manual of Style (16th Edition):

Eyring, Henry Christian. “Private and Public Performance Reports as Drivers of Performance and Determinants of Performance Measure Information Content.” 2017. Doctoral Dissertation, Harvard University. Accessed October 15, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620146.

MLA Handbook (7th Edition):

Eyring, Henry Christian. “Private and Public Performance Reports as Drivers of Performance and Determinants of Performance Measure Information Content.” 2017. Web. 15 Oct 2019.

Vancouver:

Eyring HC. Private and Public Performance Reports as Drivers of Performance and Determinants of Performance Measure Information Content. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Oct 15]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620146.

Council of Science Editors:

Eyring HC. Private and Public Performance Reports as Drivers of Performance and Determinants of Performance Measure Information Content. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620146


Rhode Island College

12. McGillivray, Celia Gomes. Evaluating the Effectiveness of Concurrent Review.

Degree: MSN, 2013, Rhode Island College

  Concurrent review may be seen as a relatively new quality improvement strategy or an improvement over an existing quality improvement strategy, but research is… (more)

Subjects/Keywords:

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McGillivray, C. G. (2013). Evaluating the Effectiveness of Concurrent Review. (Masters Thesis). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/159

Chicago Manual of Style (16th Edition):

McGillivray, Celia Gomes. “Evaluating the Effectiveness of Concurrent Review.” 2013. Masters Thesis, Rhode Island College. Accessed October 15, 2019. https://digitalcommons.ric.edu/etd/159.

MLA Handbook (7th Edition):

McGillivray, Celia Gomes. “Evaluating the Effectiveness of Concurrent Review.” 2013. Web. 15 Oct 2019.

Vancouver:

McGillivray CG. Evaluating the Effectiveness of Concurrent Review. [Internet] [Masters thesis]. Rhode Island College; 2013. [cited 2019 Oct 15]. Available from: https://digitalcommons.ric.edu/etd/159.

Council of Science Editors:

McGillivray CG. Evaluating the Effectiveness of Concurrent Review. [Masters Thesis]. Rhode Island College; 2013. Available from: https://digitalcommons.ric.edu/etd/159

13. Vargas Mendoza, Nancy Yaneth. Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa.

Degree: 2018, TDX

 The main purpose of this research is looking for the extent where intellectual capital components set a connection with enablers to knowledge creation, as well… (more)

Subjects/Keywords: feedback; feedforward; facilitadores; performance; capital intellectual; 531100

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APA (6th Edition):

Vargas Mendoza, N. Y. (2018). Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa. (Thesis). TDX. Retrieved from http://hdl.handle.net/10803/568101

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vargas Mendoza, Nancy Yaneth. “Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa.” 2018. Thesis, TDX. Accessed October 15, 2019. http://hdl.handle.net/10803/568101.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vargas Mendoza, Nancy Yaneth. “Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa.” 2018. Web. 15 Oct 2019.

Vancouver:

Vargas Mendoza NY. Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa. [Internet] [Thesis]. TDX; 2018. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10803/568101.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vargas Mendoza NY. Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa. [Thesis]. TDX; 2018. Available from: http://hdl.handle.net/10803/568101

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Louisiana State University

14. LeBlanc, Lacey. The effects of performance feedback plus graphing on the treatment integrity of a parent implemented reading intervention program.

Degree: PhD, Psychology, 2009, Louisiana State University

 Repeated reading is an effective intervention that has been demonstrated to remediate reading problems in children. The parent tutoring literature has shown that this intervention… (more)

Subjects/Keywords: repeated reading; performance feedback; treatment integrity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

LeBlanc, L. (2009). The effects of performance feedback plus graphing on the treatment integrity of a parent implemented reading intervention program. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10202009-120627 ; https://digitalcommons.lsu.edu/gradschool_dissertations/414

Chicago Manual of Style (16th Edition):

LeBlanc, Lacey. “The effects of performance feedback plus graphing on the treatment integrity of a parent implemented reading intervention program.” 2009. Doctoral Dissertation, Louisiana State University. Accessed October 15, 2019. etd-10202009-120627 ; https://digitalcommons.lsu.edu/gradschool_dissertations/414.

MLA Handbook (7th Edition):

LeBlanc, Lacey. “The effects of performance feedback plus graphing on the treatment integrity of a parent implemented reading intervention program.” 2009. Web. 15 Oct 2019.

Vancouver:

LeBlanc L. The effects of performance feedback plus graphing on the treatment integrity of a parent implemented reading intervention program. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 Oct 15]. Available from: etd-10202009-120627 ; https://digitalcommons.lsu.edu/gradschool_dissertations/414.

Council of Science Editors:

LeBlanc L. The effects of performance feedback plus graphing on the treatment integrity of a parent implemented reading intervention program. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-10202009-120627 ; https://digitalcommons.lsu.edu/gradschool_dissertations/414


University of California – Riverside

15. Cipani, Alessandra. Using Performance Feedback to Increase Treatment Integrity in Behavioral Interventions: Meta-Analysis.

Degree: Education, 2016, University of California – Riverside

 This study examined the effects of performance feedback on the treatment integrity of various behavioral interventions occurring inside a classroom setting. Nine studies were analyzed… (more)

Subjects/Keywords: Education; behavior; Performance feedback; treatment integrity

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APA (6th Edition):

Cipani, A. (2016). Using Performance Feedback to Increase Treatment Integrity in Behavioral Interventions: Meta-Analysis. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/81j7r0z7

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cipani, Alessandra. “Using Performance Feedback to Increase Treatment Integrity in Behavioral Interventions: Meta-Analysis.” 2016. Thesis, University of California – Riverside. Accessed October 15, 2019. http://www.escholarship.org/uc/item/81j7r0z7.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cipani, Alessandra. “Using Performance Feedback to Increase Treatment Integrity in Behavioral Interventions: Meta-Analysis.” 2016. Web. 15 Oct 2019.

Vancouver:

Cipani A. Using Performance Feedback to Increase Treatment Integrity in Behavioral Interventions: Meta-Analysis. [Internet] [Thesis]. University of California – Riverside; 2016. [cited 2019 Oct 15]. Available from: http://www.escholarship.org/uc/item/81j7r0z7.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cipani A. Using Performance Feedback to Increase Treatment Integrity in Behavioral Interventions: Meta-Analysis. [Thesis]. University of California – Riverside; 2016. Available from: http://www.escholarship.org/uc/item/81j7r0z7

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

16. Moshier, Scott Jeffrey. Collective Leadership as a Mediator of the Relationship between Team Trust and Team Performance.

Degree: MS, Psychology, 2011, Virginia Tech

 The present study investigated the relationship between collective leadership, team trust, and team performance longitudinally and with the inclusion of a performance feedback loop. Collective… (more)

Subjects/Keywords: Team Trust; Feedback; Team Performance; Collective Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Moshier, S. J. (2011). Collective Leadership as a Mediator of the Relationship between Team Trust and Team Performance. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/46211

Chicago Manual of Style (16th Edition):

Moshier, Scott Jeffrey. “Collective Leadership as a Mediator of the Relationship between Team Trust and Team Performance.” 2011. Masters Thesis, Virginia Tech. Accessed October 15, 2019. http://hdl.handle.net/10919/46211.

MLA Handbook (7th Edition):

Moshier, Scott Jeffrey. “Collective Leadership as a Mediator of the Relationship between Team Trust and Team Performance.” 2011. Web. 15 Oct 2019.

Vancouver:

Moshier SJ. Collective Leadership as a Mediator of the Relationship between Team Trust and Team Performance. [Internet] [Masters thesis]. Virginia Tech; 2011. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10919/46211.

Council of Science Editors:

Moshier SJ. Collective Leadership as a Mediator of the Relationship between Team Trust and Team Performance. [Masters Thesis]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/46211


University of Oregon

17. Vatland, Christopher. The Effects of Structured Team Meetings and Performance Feedback on Person-Centered Planning Activities.

Degree: 2012, University of Oregon

 The period of transition from high school is challenging for most adolescents. There are a substantial number of life-changing decisions that transpire during this time.… (more)

Subjects/Keywords: Performance feedback; Person-centered planning; Transition

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APA (6th Edition):

Vatland, C. (2012). The Effects of Structured Team Meetings and Performance Feedback on Person-Centered Planning Activities. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/12556

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vatland, Christopher. “The Effects of Structured Team Meetings and Performance Feedback on Person-Centered Planning Activities.” 2012. Thesis, University of Oregon. Accessed October 15, 2019. http://hdl.handle.net/1794/12556.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vatland, Christopher. “The Effects of Structured Team Meetings and Performance Feedback on Person-Centered Planning Activities.” 2012. Web. 15 Oct 2019.

Vancouver:

Vatland C. The Effects of Structured Team Meetings and Performance Feedback on Person-Centered Planning Activities. [Internet] [Thesis]. University of Oregon; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1794/12556.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vatland C. The Effects of Structured Team Meetings and Performance Feedback on Person-Centered Planning Activities. [Thesis]. University of Oregon; 2012. Available from: http://hdl.handle.net/1794/12556

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universitat de Valencia

18. Vargas Mendoza, Nancy Yaneth. Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa .

Degree: 2012, Universitat de Valencia

 El propósito fundamental de esta investigación es explorar hasta qué punto los componentes del capital intelectual establecen relaciones con los facilitadores para la creación de… (more)

Subjects/Keywords: feedback; feedforward; facilitadores; performance; capital intellectual

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APA (6th Edition):

Vargas Mendoza, N. Y. (2012). Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa . (Doctoral Dissertation). Universitat de Valencia. Retrieved from http://hdl.handle.net/10550/25624

Chicago Manual of Style (16th Edition):

Vargas Mendoza, Nancy Yaneth. “Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa .” 2012. Doctoral Dissertation, Universitat de Valencia. Accessed October 15, 2019. http://hdl.handle.net/10550/25624.

MLA Handbook (7th Edition):

Vargas Mendoza, Nancy Yaneth. “Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa .” 2012. Web. 15 Oct 2019.

Vancouver:

Vargas Mendoza NY. Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa . [Internet] [Doctoral dissertation]. Universitat de Valencia; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10550/25624.

Council of Science Editors:

Vargas Mendoza NY. Facilitadores y flujos de aprendizaje como agentes dinamizadores en la gestión del capital intelectual y la performance corporativa . [Doctoral Dissertation]. Universitat de Valencia; 2012. Available from: http://hdl.handle.net/10550/25624


Open Universiteit Nederland

19. Visscher, HW. Internal feedback and team performance; an empirical (survey) study into the relationship of internal (co-worker) feedback with team performance, with conflict and trust as mediating factors, and a comparison between the feedback environment for internal- and external feedback .

Degree: 2008, Open Universiteit Nederland

 This master thesis is a report of an empirical (survey) study into the relationship of internal (co-worker) feedback with team performance, with conflict and trust… (more)

Subjects/Keywords: feedback; team performance

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APA (6th Edition):

Visscher, H. (2008). Internal feedback and team performance; an empirical (survey) study into the relationship of internal (co-worker) feedback with team performance, with conflict and trust as mediating factors, and a comparison between the feedback environment for internal- and external feedback . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/1817

Chicago Manual of Style (16th Edition):

Visscher, HW. “Internal feedback and team performance; an empirical (survey) study into the relationship of internal (co-worker) feedback with team performance, with conflict and trust as mediating factors, and a comparison between the feedback environment for internal- and external feedback .” 2008. Masters Thesis, Open Universiteit Nederland. Accessed October 15, 2019. http://hdl.handle.net/1820/1817.

MLA Handbook (7th Edition):

Visscher, HW. “Internal feedback and team performance; an empirical (survey) study into the relationship of internal (co-worker) feedback with team performance, with conflict and trust as mediating factors, and a comparison between the feedback environment for internal- and external feedback .” 2008. Web. 15 Oct 2019.

Vancouver:

Visscher H. Internal feedback and team performance; an empirical (survey) study into the relationship of internal (co-worker) feedback with team performance, with conflict and trust as mediating factors, and a comparison between the feedback environment for internal- and external feedback . [Internet] [Masters thesis]. Open Universiteit Nederland; 2008. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1820/1817.

Council of Science Editors:

Visscher H. Internal feedback and team performance; an empirical (survey) study into the relationship of internal (co-worker) feedback with team performance, with conflict and trust as mediating factors, and a comparison between the feedback environment for internal- and external feedback . [Masters Thesis]. Open Universiteit Nederland; 2008. Available from: http://hdl.handle.net/1820/1817


Mississippi State University

20. Stewart, LaQuanta Watson. THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES.

Degree: PhD, Counseling and Educational Psychology, 2009, Mississippi State University

 Functional behavior assessment refers to the broad range of behavioral assessment methods used to identify or clarify the purpose or maintaining contingencies of problem behavior… (more)

Subjects/Keywords: fair-tr; performance feedback; vignettes; evaluation scale

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stewart, L. W. (2009). THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-121954/ ;

Chicago Manual of Style (16th Edition):

Stewart, LaQuanta Watson. “THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES.” 2009. Doctoral Dissertation, Mississippi State University. Accessed October 15, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-121954/ ;.

MLA Handbook (7th Edition):

Stewart, LaQuanta Watson. “THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES.” 2009. Web. 15 Oct 2019.

Vancouver:

Stewart LW. THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2019 Oct 15]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-121954/ ;.

Council of Science Editors:

Stewart LW. THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-121954/ ;


Oklahoma State University

21. Hastings, Kimberly A. Isolated and Combined Effects of Intervention Components on Mathematic Fluency.

Degree: School of Teaching and Curriculum Leadership, 2010, Oklahoma State University

 The scope of the study was to compare empirically supported math fluency interventions to a control group as well as each other. The intervention components… (more)

Subjects/Keywords: timing; fluency; intervention; mathematics; performance feedback

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APA (6th Edition):

Hastings, K. A. (2010). Isolated and Combined Effects of Intervention Components on Mathematic Fluency. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hastings, Kimberly A. “Isolated and Combined Effects of Intervention Components on Mathematic Fluency.” 2010. Thesis, Oklahoma State University. Accessed October 15, 2019. http://hdl.handle.net/11244/7425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hastings, Kimberly A. “Isolated and Combined Effects of Intervention Components on Mathematic Fluency.” 2010. Web. 15 Oct 2019.

Vancouver:

Hastings KA. Isolated and Combined Effects of Intervention Components on Mathematic Fluency. [Internet] [Thesis]. Oklahoma State University; 2010. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/11244/7425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hastings KA. Isolated and Combined Effects of Intervention Components on Mathematic Fluency. [Thesis]. Oklahoma State University; 2010. Available from: http://hdl.handle.net/11244/7425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Deakin University

22. York, Rebecca. Measuring and evaluating coaching performance using a 360° feedback process: a development and pilot study.

Degree: School of Exercise and Nutrition Sciences, 2015, Deakin University

  The research examined the development, design and use of 360° feedback in sports coaching. The results suggest that using outcomes in competition as a means… (more)

Subjects/Keywords: 360 degree feedback; coaching performance; sports

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APA (6th Edition):

York, R. (2015). Measuring and evaluating coaching performance using a 360° feedback process: a development and pilot study. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30079290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

York, Rebecca. “Measuring and evaluating coaching performance using a 360° feedback process: a development and pilot study.” 2015. Thesis, Deakin University. Accessed October 15, 2019. http://hdl.handle.net/10536/DRO/DU:30079290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

York, Rebecca. “Measuring and evaluating coaching performance using a 360° feedback process: a development and pilot study.” 2015. Web. 15 Oct 2019.

Vancouver:

York R. Measuring and evaluating coaching performance using a 360° feedback process: a development and pilot study. [Internet] [Thesis]. Deakin University; 2015. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10536/DRO/DU:30079290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

York R. Measuring and evaluating coaching performance using a 360° feedback process: a development and pilot study. [Thesis]. Deakin University; 2015. Available from: http://hdl.handle.net/10536/DRO/DU:30079290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

23. Sims, Wesley A. Evaluating the effects of performance feedback using the direct behavior rating-classroom management (DBR-CM) on teacher classroom management behavior: Efficacy of DBR-CM on classroom management.

Degree: 2016, University of Missouri – Columbia

 Despite the importance of effective classroom management, teachers often report receive surprisingly little classroom management support. Performance feedback has been used to further develop teacher… (more)

Subjects/Keywords: Classroom management  – Research; Performance  – Evaluation; Feedback (Psychology)

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APA (6th Edition):

Sims, W. A. (2016). Evaluating the effects of performance feedback using the direct behavior rating-classroom management (DBR-CM) on teacher classroom management behavior: Efficacy of DBR-CM on classroom management. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/57267

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sims, Wesley A. “Evaluating the effects of performance feedback using the direct behavior rating-classroom management (DBR-CM) on teacher classroom management behavior: Efficacy of DBR-CM on classroom management.” 2016. Thesis, University of Missouri – Columbia. Accessed October 15, 2019. http://hdl.handle.net/10355/57267.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sims, Wesley A. “Evaluating the effects of performance feedback using the direct behavior rating-classroom management (DBR-CM) on teacher classroom management behavior: Efficacy of DBR-CM on classroom management.” 2016. Web. 15 Oct 2019.

Vancouver:

Sims WA. Evaluating the effects of performance feedback using the direct behavior rating-classroom management (DBR-CM) on teacher classroom management behavior: Efficacy of DBR-CM on classroom management. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10355/57267.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sims WA. Evaluating the effects of performance feedback using the direct behavior rating-classroom management (DBR-CM) on teacher classroom management behavior: Efficacy of DBR-CM on classroom management. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/57267

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

24. Moles, Troy. The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety.

Degree: 2016, University of North Texas

 Within an achievement motivation theoretical framework, there are factors thought to most heavily influence performance and task difficulty selection. More specifically, motivational climates, feedback, confidence,… (more)

Subjects/Keywords: feedback; performance; task difficulty; confidence; anxiety

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APA (6th Edition):

Moles, T. (2016). The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862810/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moles, Troy. “The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety.” 2016. Thesis, University of North Texas. Accessed October 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc862810/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moles, Troy. “The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety.” 2016. Web. 15 Oct 2019.

Vancouver:

Moles T. The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Oct 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862810/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moles T. The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862810/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Syracuse University

25. Truckenmiller, Adrea J. Modeling Elementary Aged Students' Fluency Growth in Written Expression: Predicting Fluency Growth for Girls and Boys in General Education.

Degree: PhD, Psychology, 2011, Syracuse University

  Research on evidence-based writing intervention practices as well as reliable and valid assessments of elementary-aged students' writing fluency has been lacking compared to other… (more)

Subjects/Keywords: Behavioral intervention; Performance feedback; Writing fluency; Psychology

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APA (6th Edition):

Truckenmiller, A. J. (2011). Modeling Elementary Aged Students' Fluency Growth in Written Expression: Predicting Fluency Growth for Girls and Boys in General Education. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/psy_etd/158

Chicago Manual of Style (16th Edition):

Truckenmiller, Adrea J. “Modeling Elementary Aged Students' Fluency Growth in Written Expression: Predicting Fluency Growth for Girls and Boys in General Education.” 2011. Doctoral Dissertation, Syracuse University. Accessed October 15, 2019. https://surface.syr.edu/psy_etd/158.

MLA Handbook (7th Edition):

Truckenmiller, Adrea J. “Modeling Elementary Aged Students' Fluency Growth in Written Expression: Predicting Fluency Growth for Girls and Boys in General Education.” 2011. Web. 15 Oct 2019.

Vancouver:

Truckenmiller AJ. Modeling Elementary Aged Students' Fluency Growth in Written Expression: Predicting Fluency Growth for Girls and Boys in General Education. [Internet] [Doctoral dissertation]. Syracuse University; 2011. [cited 2019 Oct 15]. Available from: https://surface.syr.edu/psy_etd/158.

Council of Science Editors:

Truckenmiller AJ. Modeling Elementary Aged Students' Fluency Growth in Written Expression: Predicting Fluency Growth for Girls and Boys in General Education. [Doctoral Dissertation]. Syracuse University; 2011. Available from: https://surface.syr.edu/psy_etd/158

26. Nunes, Marcelo Eduardo de Souza. Efeito da frequência de conhecimento de performance na aprendizagem motora em idosos.

Degree: Mestrado, Biodinâmica do Movimento Humano, 2010, University of São Paulo

Pesquisadores na área de Aprendizagem Motora têm se dedicado a analisar os fatores que podem afetar a aquisição de uma habilidade motora, com ênfase especial… (more)

Subjects/Keywords: Aprendizagem motora; Conhecimento de performance; Elderly; Feedback; Feedback.; Idosos; Knowledge of performance; Motor learning

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APA (6th Edition):

Nunes, M. E. d. S. (2010). Efeito da frequência de conhecimento de performance na aprendizagem motora em idosos. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/39/39132/tde-19062012-161926/ ;

Chicago Manual of Style (16th Edition):

Nunes, Marcelo Eduardo de Souza. “Efeito da frequência de conhecimento de performance na aprendizagem motora em idosos.” 2010. Masters Thesis, University of São Paulo. Accessed October 15, 2019. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-19062012-161926/ ;.

MLA Handbook (7th Edition):

Nunes, Marcelo Eduardo de Souza. “Efeito da frequência de conhecimento de performance na aprendizagem motora em idosos.” 2010. Web. 15 Oct 2019.

Vancouver:

Nunes MEdS. Efeito da frequência de conhecimento de performance na aprendizagem motora em idosos. [Internet] [Masters thesis]. University of São Paulo; 2010. [cited 2019 Oct 15]. Available from: http://www.teses.usp.br/teses/disponiveis/39/39132/tde-19062012-161926/ ;.

Council of Science Editors:

Nunes MEdS. Efeito da frequência de conhecimento de performance na aprendizagem motora em idosos. [Masters Thesis]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/39/39132/tde-19062012-161926/ ;


University of Western Ontario

27. Doyle, Kevin. Examining Rating Source Differences in Narrative Performance Feedback.

Degree: 2018, University of Western Ontario

 The purpose of the present study was to examine the narrative feedback quality and content of comments from supervisors, peers, and subordinates in a multisource… (more)

Subjects/Keywords: narrative feedback; 360 degree feedback; multisource feedback; familiarity; acquaintanceship time; position tenure; feedback content; Industrial and Organizational Psychology; Performance Management

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Doyle, K. (2018). Examining Rating Source Differences in Narrative Performance Feedback. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Doyle, Kevin. “Examining Rating Source Differences in Narrative Performance Feedback.” 2018. Thesis, University of Western Ontario. Accessed October 15, 2019. https://ir.lib.uwo.ca/etd/5447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Doyle, Kevin. “Examining Rating Source Differences in Narrative Performance Feedback.” 2018. Web. 15 Oct 2019.

Vancouver:

Doyle K. Examining Rating Source Differences in Narrative Performance Feedback. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2019 Oct 15]. Available from: https://ir.lib.uwo.ca/etd/5447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Doyle K. Examining Rating Source Differences in Narrative Performance Feedback. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Eriksson, Emelie. Performance Management in Self-Managing Teams : A case study of a knowledge-intensive company.

Degree: The Institute of Technology, 2012, Linköping UniversityLinköping University

  For many companies, especially the ones that are knowledge-intensive such as consulting companies or service delivery firms, it has been increasingly popular to organize… (more)

Subjects/Keywords: Knowledge-intensive companies; Self-managing teams; Performance management; Goal setting; Performance Feedback; Performance appraisal; målstyrning; feedback; utvärdering

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APA (6th Edition):

Eriksson, E. (2012). Performance Management in Self-Managing Teams : A case study of a knowledge-intensive company. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-83195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Eriksson, Emelie. “Performance Management in Self-Managing Teams : A case study of a knowledge-intensive company.” 2012. Thesis, Linköping UniversityLinköping University. Accessed October 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-83195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Eriksson, Emelie. “Performance Management in Self-Managing Teams : A case study of a knowledge-intensive company.” 2012. Web. 15 Oct 2019.

Vancouver:

Eriksson E. Performance Management in Self-Managing Teams : A case study of a knowledge-intensive company. [Internet] [Thesis]. Linköping UniversityLinköping University; 2012. [cited 2019 Oct 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-83195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eriksson E. Performance Management in Self-Managing Teams : A case study of a knowledge-intensive company. [Thesis]. Linköping UniversityLinköping University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-83195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Western Ontario

29. Factor, Rebecca J. Does Reflection Mitigate Negative Emotions Following Work Performance Feedback?.

Degree: 2017, University of Western Ontario

 This study examined if reflection could mitigate negative emotion following negative work performance feedback. Initial research has found that reflection is beneficial for learning, but… (more)

Subjects/Keywords: Feedback; Reflection; Performance Management; Affect; Feedback Acceptance; Relative Ratings; Industrial and Organizational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Factor, R. J. (2017). Does Reflection Mitigate Negative Emotions Following Work Performance Feedback?. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5068

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Factor, Rebecca J. “Does Reflection Mitigate Negative Emotions Following Work Performance Feedback?.” 2017. Thesis, University of Western Ontario. Accessed October 15, 2019. https://ir.lib.uwo.ca/etd/5068.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Factor, Rebecca J. “Does Reflection Mitigate Negative Emotions Following Work Performance Feedback?.” 2017. Web. 15 Oct 2019.

Vancouver:

Factor RJ. Does Reflection Mitigate Negative Emotions Following Work Performance Feedback?. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2019 Oct 15]. Available from: https://ir.lib.uwo.ca/etd/5068.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Factor RJ. Does Reflection Mitigate Negative Emotions Following Work Performance Feedback?. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/5068

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

30. Rhoads, Carlie Renee. Using E-mail as Performance Feedback to Teach Paraprofessionals to Implement Constant Time Delay with Braille Words.

Degree: PhD, Special Education, 2019, Vanderbilt University

 Paraprofessionals need support in successfully implementing literacy interventions to students with visual impairments. This study used a multiple-probe-across-participants design to evaluate the effectiveness of using… (more)

Subjects/Keywords: e-mail feedback; performance feedback; constant time delay; braille literacy; visual impairments

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rhoads, C. R. (2019). Using E-mail as Performance Feedback to Teach Paraprofessionals to Implement Constant Time Delay with Braille Words. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-04092019-121759/ ;

Chicago Manual of Style (16th Edition):

Rhoads, Carlie Renee. “Using E-mail as Performance Feedback to Teach Paraprofessionals to Implement Constant Time Delay with Braille Words.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed October 15, 2019. http://etd.library.vanderbilt.edu/available/etd-04092019-121759/ ;.

MLA Handbook (7th Edition):

Rhoads, Carlie Renee. “Using E-mail as Performance Feedback to Teach Paraprofessionals to Implement Constant Time Delay with Braille Words.” 2019. Web. 15 Oct 2019.

Vancouver:

Rhoads CR. Using E-mail as Performance Feedback to Teach Paraprofessionals to Implement Constant Time Delay with Braille Words. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2019 Oct 15]. Available from: http://etd.library.vanderbilt.edu/available/etd-04092019-121759/ ;.

Council of Science Editors:

Rhoads CR. Using E-mail as Performance Feedback to Teach Paraprofessionals to Implement Constant Time Delay with Braille Words. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-04092019-121759/ ;

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