To Revise Or Not To Revise: How Feedback Type, Interpersonal Liking, and Messenger Credibility Influence Revision

Revisions inevitably occur during project creation and curation; many of which are influenced by received feedback. Previous research has highlighted the role goals, perceptions of self, and task complexity play in revision, but little research has examined how feedback type and an individual’s feelings toward their feedback giver influence revision. A quasi-experimental design examined how feedback type (additive, subtractive, or none), interpersonal liking for a feedback-giver, and perceived credibility of a feedback-giver affected students’ (n = 155) willingness to revise, self-reports of revision, and calculated actual revision score. Results indicated that participants in a feedback-receiving condition reported higher levels of willingness to revise and having had revised than those who received no feedback, but that individuals in the subtractive feedback condition revised their work significantly less than those in the additive and no feedback conditions. Results also indicated that interpersonal liking and perceived credibility were significant predictors of willingness to revise and self-reported revision, but not actual revision.