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The purpose of this study is to review and summarise the current body of literature on brand extension feedback effects and to identify which research issues are inhibiting advancement in this stream of literature. Based on this analysis, suggestions for future research are provided.

In a systematic literature review, criteria were used to identify relevant journal publications that have specifically investigated brand extension feedback effects (n = 53). Research articles were subsequently evaluated for further analysis.

Several issues may inhibit advancement in the literature on brand extension feedback effects. These include issues related the conceptual, methodological and context of research, as well as related to the consumer, product, brand and marketing. Specific research questions are provided which address issues found in this literature stream.

This paper aims to resolve issues in research on brand extension feedback effects to facilitate more rapid advancement in this stream of literature.

This research fills a need to summarise the current state of the literature and identifies research issues that need to be addressed in the future.

While digital media changed the nature of communication in service contexts, often allowing customers to interact instantly with service providers, the implications and opportunities for managing service employees are widely unknown. This is surprising, given that service employees are an important determinant of service firms’ success. This article examines the effects of real-time performance feedback on employees’ service performance and investigates both how and under what conditions timely feedback encourages employees’ engagement.

Two experiments test the conceptual model and the proposed hypotheses. A field experiment uses real customer feedback gathered after interaction with the app-chat of a large telecommunications provider. It tests the effect of feedback timing on service employees’ performance and also examines the effect of feedback timing on their engagement. A subsequent scenario-based experiment then investigates the influence of selected moderators on the feedback timing–engagement relationship.

This article finds that real-time feedback leads to greater service performance than subsequent feedback. Furthermore, real-time feedback positively affects service employee engagement through the perceived controllability of the feedback and the service situation. Finally, feedback valence, task goals, individuals’ need for closure (NCL), and gender interact with feedback timing to influence employee engagement.

This research investigates the potential of real-time performance feedback for service firms, combines and extends a variety of literature streams, and provides recommendations for the future management of service employees.

In services, customers’ successful performance of expected roles is critical to ensuring successful service outcomes. To help customers perform their roles better, service providers offer them feedback on their performance. To improve the design of customer feedback that contains both positive and negative messages, the purpose of this paper is to examine the order and the repetition effect of feedback message types on customer feedback satisfaction, motivation, and compliance intention, focusing on the moderating effect of customer involvement level. This paper also examines whether feedback satisfaction and motivation mediate the moderation effect of the order or repetition of feedback message type and customer involvement level on compliance intention.

This study employs two between-subject quasi-experimental designs: 2 (feedback message order: positive message first vs negative message first) × 2 (involvement level: high vs low) and a 2 (repeated feedback type: positive vs negative) × 2 (involvement level: high vs low). Data collection occurred through an online survey using eight health checkup scenarios. Hypotheses were tested by using MANOVA and PROCESS.

The customer involvement level moderated the effect of the presentation order of feedback message type on customer responses. With highly involved customers, offering positive feedback initially produced responses that were more favorable. With customers with low involvement, the order did not matter. The effects of feedback satisfaction and motivation as mediators in the effect of order on compliance intention were significant only with highly involved customers. The mediation effect of motivation was much stronger than that of feedback satisfaction. The repetition of a particular feedback type took effect only with customers with low-involvement level. Compared to the no-repetition condition (positive-negative), when positive feedback was repeated (positive-negative-positive), motivation increased. Compared to the no-repetition condition (negative-positive), when negative feedback was repeated (negative-positive-negative), feedback satisfaction and compliance intention decreased. In terms of mediating effect, only feedback satisfaction was a meaningful mediator and only when negative feedback was repeated to low-involvement customers.

This study contributes to research by extending feedback studies in services to include a consideration of the order and repetition of feedback message types as design variables; it contributes practically by suggesting how to design feedback for better customer responses such as feedback satisfaction, motivation, and compliance intention.

The purpose of this paper is to investigate the effects of self-efficacy, process feedback and task complexity on decisions by managers to continue or discontinue a new product after receiving negative performance feedback.

This paper uses a classroom experiment design and uses logistic regression and a chi-square test to analyze the data.

The findings of this paper show that self-efficacy, process feedback and task complexity have not only main effects but also interactive effects on managers’ go or no-go decisions; further, the main effects are mediated by interactions. The effect of self-efficacy is moderated by process feedback and task complexity. Process feedback and task complexity also have an interactive effect on decisions about new products by decision-makers.

This paper extends the theory of escalation of commitment (EOC) by showing that self-efficacy, process feedback and task complexity can influence decision-makers’ go or no-go decisions after they have received negative performance feedback.

This paper provides useful guidelines for managers on how to reduce the likelihood of EOC.

The originality and value of this paper lie in its being the first to examine the effects of process feedback and task complexity on the EOC.

This paper synthesizes the extant feedback literature, focusing on how feedback affects an auditor’s learning, performance, and motivation. Performance feedback is an important component in the auditing environment for ensuring quality control and for developing and coaching staff auditors. However, the literature on feedback in the audit environment is fragmented and limited making it difficult to assess its behavioral effects on auditors. This paper has three main objectives. The first is to review some of the influential research in psychology and management to identify key variables and issues that appear to be critical in the study of behavioral consequences of feedback in organizational settings. The second is to review performance feedback research specifically in auditing to identify the areas previously examined and synthesize the findings. The third is to suggest a variety of future research opportunities that may assist in developing an understanding and knowledge of the behavioral effects of feedback on auditors. The literature analysis has significant implications for audit research and practice. In particular, the analysis provides important insights into understanding who, how, and when performance feedback should be given to improve its effectiveness in the audit environment.

Managers are increasingly faced with situations that call for creative ways to engage consumers and employees. With online and offline options available for creative problem solving, consumers are constantly engaging with brands to provide different solutions to everyday problems. There are numerous contextual factors that influence creative output, external primes (distal vs proximal) being one of them. This research attempts to find the boundary conditions such as cognitive load, expectations of performance feedback and optimism that interact with environmental primes to influence quality and quantity of creativity. Doing so would help managers create conditions that can enhance creative output.

Three experiments were conducted; the first tests the interactive effect of primes and cognitive load, and the second involves the enhancing effect of expectation of performance feedback. Given that cognitive load depresses creativity and expectation of performance feedback enhances creativity, the third study finds whether optimism enhances the effects of distal primes under high cognitive load condition.

Study 1 demonstrates that the boundary factor of cognitive load moderates the relative difference between proximal and distal primes: cognitive load depresses the enhancing effects of distal primes. Study 2 demonstrates that expectation of performance feedback can enhance the effectiveness of distal primes to a greater extent than proximal primes. Study 3 suggests that highly optimistic individuals can overcome the depressing effects of cognitive load when exposed to distal primes and expectation of performance feedback.

The research demonstrates the environmental conditions that influence creative output in problem solving.

This research attempts to highlight the importance of contextual factors in influencing creativity. In the process, this research highlights the interactive forces that deter or enhance creativity so that managers can provide optimal conditions that enhance creative output for their employees and consumers.

Purpose: The purpose of the present study is to review and specifically examine the untested but common recommendation that leaders should give more effective positive feedback that is specific and mindful of nonverbal delivery. Study Design/Methodology/Approach: We used a dyadic interaction study where designated “leaders” interact with a “subordinate” in an idea generation and evaluation task. Leaders (n = 90) first received brief training in delivering positive feedback, and their subsequent feedback behavior during the dyadic interaction was coded for frequency, specificity, and both verbal and nonverbal affective delivery. Key dependent variables were subordinate affective reactions, perceptions of the leader, and subsequent task motivation. Findings: Frequency of leader positive feedback had significant positive impact on subordinate perceptions of the leader, but no impact on subordinate positive affect or task motivation. Positive feedback specificity and affective delivery, however, had no impact on subordinate affect, perceptions of the leader, or task motivation. Training effects were also observed – leaders were able to increase the specificity of their feedback, but were not able to modulate their affective delivery. Originality/Value: The design of the study allowed us to identify the leader positive feedback behaviors that were trainable and had the most impact on subordinates in terms of positive affect, perceptions of the leader, and subsequent task effort. We discuss the implications of these effects for positive feedback theory and application and commonly assumed “best practices.”

Research has supported both feedback’s variable effects on performance and the effect of attributions on subsequent behavior. Managers’ attributions for subordinates’ performance affect how they react to those subordinates and the feedback they give, and subordinates’ own attributions affect their subsequent behavior. It is unclear whether (or how) a manager’s attributions for subordinate behavior affect subordinate behavior. Building on research that shows emotional reactions in response to attributions in feedback, this study aims to examine how recipients’ perceptions and subsequent effort and performance are affected when others’ attributions are shared through feedback.

Drawing on attribution theory and feedback intervention theory, this study conducts a lab experiment using manipulated performance feedback to test the effects of feedback sign and attributions in the feedback. Perceptions of the attribution are also measured to test their effects. The data were analyzed using analysis of variance and regression in SPSS 27.

Results show that perceptions of the attribution communicated in feedback, rather than feedback sign alone, affect perceived valence of the feedback (e.g. feedback with an attribution to luck is generally perceived as negative). These perceptions also affect feedback acceptance and impact subsequent effort and performance more than the “objective” attribution, underscoring the importance of recipient reactions and perceptions in the feedback process.

This paper shows that recipients’ perceptions of others’ attributions included in feedback impact feedback reactions, effort and performance. This is valuable to scholars researching feedback and to practitioners to better understand how feedback they deliver may be interpreted.

Marketers spend considerable resources to motivate people to consume their products and services as a means of goal attainment. Why people change their consumption behaviour is based largely on these goals; many products and services are used by consumers in an effort to attain hoped‐for selves and/or to avoid feared selves. Despite the importance for marketers in understanding how current performance influences a consumer's future efforts, this topic has received little attention in marketing research. The aim of this paper is to fill some of the gaps.

The paper provides a theoretical framework and uses two studies to test this. Study 1, of 203 women, aged 27‐65, examines the predictions in the context of women and visible signs of skin aging. Feedback information is measured and approach and avoidance regulatory systems are manipulated by priming hoped‐for and feared possible selves. Study 2, of 281 undergraduate men and women, replicates the findings of Study 1 with manipulated feedback, using a different context (gym training) and a sample of both male and females.

The research shows that when consumers pursue a hoped‐for self, it is expectations of success that most strongly drive their motivation. It also shows why doing badly when trying to avoid a feared self is more motivating than doing well.

The findings have important implications as they reveal how managers can motivate customers to keep using a product or service.

The paper makes several contributions to the consumer goal research literature since little is known about how positive (hoped‐for selves) and negative (feared selves) reference points in self‐regulation differentially influence consumer goal‐directed behaviour.

Previous researchers (eg. Libby, 1976 and Salamon et al., 1976) have proposed three alternative strategies for improving decisions: (1) changing the information set; (2) replacing the decision maker with a model; and (3) training the user (e.g. with the use of feedback information). The present research focusses on the role of feedback in the prediction of corporate failure. The effect of various types of feedback on human judgments is examined in the present study in two ways. The first section of the paper extends Kessler and Ashton's (1981) study which looked at the impact of several alternative types of feedback. Using 173 advanced undergraduate students as subjects, we find that, contrary to general expectations, both task properties and lens model feedback are not effective for decisions taken within a financial accounting context. Several possible explanations are given for this result. The second section of the paper examines the effect of outcome feedback within a financial accounting context. The participants in this study were 40 advanced undergraduate students. We found that outcome feedback is an effective means for promoting learning even where the task is not highly predictable.