feedback factor

feedback factor

[′fēd‚bak ‚fak·tər]
(electronics)
The fraction of the output voltage of an oscillator which is applied to the feedback network.
References in periodicals archive ?
For item Q3.3 (i.e., I talk over feedback with my professors as soon as possible if anything is not clear), the primary outer loading was.783 on the Seek Feedback factor. The closest cross loading was .648 on Active Learning/External factor, which was a difference of .135.
Research in communication satisfaction have revealed (Bulutlar and Kamasak, 2008; Clampitt and Downs, 1993) that certain areas with most employee satisfaction are the Supervisory Communication and Subordinate Communication, whereas the area of less satisfaction is Personal Feedback factor which is contrary to the present findings.
Factor causes college sports teachers training are: "the importance of the leadership factor", "sports teacher training needs factor", "training method design factor", "training effect feedback factor".
The system can only be stable if the feedback factor at that specific frequency is not positive.
Feedback factor, and is effective in improving learning performance.
The feedback factor is concerned with the exchange of information and the direction of communication between learners and the VMR.
The items that loaded on the feedback factor included the following:
Table 5 Feedback Factor Loadings (Varimax normalized) Variable Factor 1 Factor 2 Positive Ability .089 .811 * Positive Effort -.078 .853 * Positive Conduct .219 .569 * Positive General .666 * .164 Negative Ability .841 * .237 Negative Effort .517 .648 * Negative Conduct .598 * .386 Negative General .608 * -.236 (*)Correlation Between the Oblique Factorsis .44 Figure 1 Motivational Hierarchy of Feedback Positive Negative Most Motivating Ability Effort Effort Conduct Conduct General Least Motivating General Ability Appendix A Examples of Feedback Statements, By Category Positive Ability Negative Ability You're a natural at this.
The feedback factor is of particular importance when examining the context of sport and has received considerable attention by researchers (Horn, 1984; Rejeski, et al., 1979; Rosenthal, 1974; Solomon, Striegel, Eliot, Heon, Maas, & Wayda, 1996).
For the current study, the Team Learning and Faculty Feedback factors received the two highest scores, and the learner perception factors that influenced overall satisfaction with TBL were Team Learning, Self-Directed Learning, and Faculty Feedback.
Also, no interaction between swimmer and feedback factors suggests that this effect is similar for all analysed swimmers.
However, the factor analytic results indicated that the job satisfaction scales (i.e., satisfaction with work, supervisor, pay, promotion, and coworkers, and a general job satisfaction scale) loaded on a single factor separate from the feedback factors indicating that respondents distinguished between satisfaction with one's work and feedback from one's work.