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

Abstract 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.