The effects of expectancy and evaluative feedback on performance in a numerical progression task

One hundred and eight high school students served as subjects in a numerical progression task used to investigate the effect on performance of the relationship between expectancy and evaluative feedback. In accordance with measures of general or specific expectancy, they were randomly assigned to the positive, negative or non-feedback conditions. Correct scores on the task, perception of performance and confidence ratings given by subjects were examined. The main findings were as follows: (1) there was a strong relationship between specific expectancy and performance; (2) subjects with intermediate expectancy outperformed those whose expectancies were high or low; (3) expectancy level influenced the confidence ratings given by subjects. Overall, the results suggested that a subject's perceived competence on the task mediated the relationship between specific expectancy and actual performance.