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Does Learning Mindset Moderate the Effect of Performance Information Type on Performance?
Abstract
Performance information is one tool managers use to inform employees about the quantity and quality of their work. However, the effectiveness of that information for improving performance likely depends on the recipient’s mindset. I use a laboratory experiment to investigate whether participants’ learning mindset (fixed versus growth) influences performance information effectiveness and whether learning mindset effects differ for temporal (TPI) and relative (RPI) performance information. I find that participants who receive TPI rather than RPI perform better if they believe that intelligence and abilities can improve over time. I also find that the effect persists when performance information provision stops. This research is important because it introduces learning mindset and TPI effects on performance to the accounting performance-information literature and provides evidence that behavioral responses to performance information depend on individuals’ learning mindset.
Subject Area
Accounting|Management|Psychology
Recommended Citation
Schachner, Samantha T, "Does Learning Mindset Moderate the Effect of Performance Information Type on Performance?" (2021). ETD collection for University of Nebraska-Lincoln. AAI28489908.
https://digitalcommons.unl.edu/dissertations/AAI28489908