Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Does Learning Mindset Moderate the Effect of Performance Information Type on Performance?
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.
Schachner, Samantha T, "Does Learning Mindset Moderate the Effect of Performance Information Type on Performance?" (2021). ETD collection for University of Nebraska - Lincoln. AAI28489908.