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1.
The impact of computer-based performance feedback on students’ affective-motivational state may be very different, depending on the positive or negative direction of the feedback message and its specific content. This experiment investigated whether more elaborated error messages improve students’ affective-motivational response to negative (i.e., corrective) feedback. We systematically varied the presence and complexity of corrective feedback messages (1 × 4 between-subjects design) and analyzed the effects of the provided feedback on students’ emotions, task-related perceived usefulness, and expectancy-value beliefs. University students (N = 439) worked on a low-stakes test with 12 constructed-response geometry tasks. They received either no feedback or different complexities of immediate corrective feedback after incorrect responses (i.e., Knowledge of Results [KR], Knowledge of Correct Response [KCR], or Elaborated Feedback [EF]), paired with immediate confirmatory KCR feedback after correct responses (i.e., confirming their response). Our data showed that students’ task-level performance moderated the emotional impact of feedback (i.e., beneficial effects after correct responses; detrimental effects after incorrect responses). Students’ performance further moderated several feedback effects on students’ expectancy-value beliefs. Regarding error message complexity, we found that students reported higher levels of positive emotions after receiving EF or KCR compared to KR, while only EF decreased students' level of negative emotions compared to KR and increased students' task-related perceived usefulness compared to all other groups. Overall, our results suggest that performance feedback is likely to improve students’ affective-motivational state when the feedback confirms a correct response. Moreover, when reporting an error, EF (or KCR messages) were more beneficial to affective-motivational outcomes than simple KR notifications. 相似文献
2.
Gemma Corbalan Liesbeth Kester Jeroen J.G. van Merriënboer 《Learning and Instruction》2009,19(6):455-465
Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected to help learners recognize the structural features and to profit from learner control over the selection of learning tasks. A 2 × 2 factorial experiment (N = 118) was conducted to study the effects of the KCR feedback (present and absent) and control over the selection of learning tasks (learner control and program control). The presence of the KCR feedback yielded higher efficiency on a near-transfer test as well as higher learner motivation. An interaction between feedback and control, indicating extra beneficial effects of feedback when learners control the selection of learning tasks, was not found. Theoretical and practical implications are discussed. 相似文献
3.
Daniel Stroud David Olguin Scott Marley 《International journal for the advancement of counseling》2016,38(3):237-248
This article entails a study focused on the relationship between counseling students’ negative childhood memories of receiving corrective feedback and current negative self-evaluations when receiving similar feedback in counselor education programs. Participants (N = 186) completed the Corrective Feedback Instrument-Revised (CFI-R; Hulse-Killacky and Page in Journal for Specialists in Group Work, 19, 197–210. doi: 10.1080/01933929408414365, 1994). Hierarchical multiple regression results indicated that counseling students’ negative childhood memories were associated with their current negative self-evaluations when receiving corrective feedback. Findings, implications and future research recommendations are discussed for the purpose of enhancing counselor education learning environments. 相似文献
4.
The Interactive Two Feedback Loops Model (Narciss, 2008, 2013) suggests that not only providing external feedback but also prompting students to generate internal feedback may influence learning and motivation. This study aims at investigating the effects of internal and external feedback on achievement, strategy, and motivation in concept learning. Using a 2 × 3 experimental design with 121 teacher students we investigated the effects of combining internal feedback (i.e. self-explaining why a task solution is correct or incorrect) with three types of external feedback (no feedback; knowledge of result (KR); KR + knowledge about mistakes (KM)). Combining internal and external types of feedback was more beneficial for concept learning achievement, strategy use, as well as students’ intrinsic motivation, and perceived competence, than providing either internal or external feedback. Most notably, if students are asked to generate internal feedback in terms of self-explaining their responses, simple external KR feedback is as beneficial as elaborated KM-feedback. 相似文献
5.
Helen J Parkin Stuart Hepplestone Graham Holden Brian Irwin Louise Thorpe 《Assessment & Evaluation in Higher Education》2012,37(8):963-973
This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld; online grade publication; criteria-based feedback; and more traditional feedback methods. Through a series of semi-structured interviews, student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students’ engagement with their feedback. Data were analysed using a thematic approach, and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature. 相似文献
6.
Garry F. Hoban 《Action Learning: Research and Practice》2004,1(2):203-218
Action learning is based on three educational principles—reflection, community, and action—that interrelate and reinforce each other to support ongoing learning about experiences in the workplace. This study explains how an action learning program established for a small group of science teachers in a secondary high school lasted for two years. In this study feedback in the form of student interviews about teaching and learning were introduced to the teacher discussions to enhance the process of action learning. The student feedback gave the teachers an alternative perspective on their experiences and were a catalyst for reflection that helped the teachers to sustain their learning over a period of two years. 相似文献
7.
This paper investigates how 192 trainees’ self-assessment practices and personal attributes related to their success in an online interview training program. Performance was measured pre- and post-training by evaluating the use of open-ended questions and positive interviewing behaviors. Personal data and a pre-training survey on self-assessment practices (i.e., SEFI, seeking external feedback through inquiry; SEFM, seeking external feedback through monitoring; SIF, seeking internal feedback; and SR, self-reflection) were also collected. Trainees with higher levels of SEFI had larger learning gains from the training, whereas trainees with higher levels of SEFM or SIF had smaller learning gains. Trainees with lower interviewing skills before the training, and those from policing backgrounds, demonstrated larger learning gains. Younger trainees evidenced a larger increase in the use of open-ended questions, while older trainees showed greater changes in prevalence of positive interviewing behaviors. The implications of the findings for the development of training programs are discussed. 相似文献
8.
Feedback is frequently highlighted as a key contributor to students’ learning. This literature study argues that the focus of some of the feedback literature appears too narrow to understand what is going on in a classroom. Parts of the feedback literature show the relationship between feedback and learning approximate to a process-product model that predicts learning outcomes. The authors claim that feedback has to be studied in a classroom context and as a part of the teaching process to become more useful for teachers and pupils. Feedback research is thus discussed in light of other research traditions: Didaktik theory and classroom research in the last three decades. The article is based on a critical reading of feedback literature from a Didaktik perspective in order to enhance the complexity of the feedback concept. Our North-Continental Didaktik perspective focuses the importance of subject matter, the difference between subject matter and meaning, and the relative autonomy of teaching and learning activities. Classroom research from guided reading is employed as an example of how classroom research may contribute to explore classroom reality subject matter-based feedback in a school context. 相似文献
9.
Qiaoping Zhang Tasos Barkatsas Huk-Yuen Law Yuh-Chyn Leu Wee Tiong Seah Ngai-Ying Wong 《International Journal of Science and Mathematics Education》2016,14(5):907-924
It has become increasingly recognized that what teachers and students value affect teaching and learning in general and in the area of mathematics in particular. Yet, the extent to which this is so varies across cultural regions. In recent years, how the ethnic Chinese teach and learn mathematics has attracted much attention worldwide. It is precisely the purpose of the present study to investigate the value structures of three Chinese regions. Using a recently developed and validated questionnaire, students’ values in mathematics learning in the Chinese Mainland, Hong Kong and Taiwan are delineated. In the first place, the results reveal that there are six dimensions in the students’ value structure, namely achievement, relevance, practice, communication, information and communications technology as well as feedback. However, in each of the six value components derived from the principal components analysis, statistically significant differences between the regions were found. 相似文献
10.
Teacher enthusiasm and student engagement are often interrelated and have important implications for student learning and students' and teachers' well-being. However, results on the lesson-specific variation of teachers' and students' affective-motivational experiences and their interplay are scarce. This study investigated variation in teacher enthusiasm and student engagement, each rated by teachers (n = 70) and students (n = 1537), as indicators of a shared affective-motivational climate in ninth-grade math classrooms across five consecutive lessons. Multitrait-multistate analyses revealed substantial “trait-like” consistency in all four affective-motivational measures. However, there was also a substantial degree of “state-like” lesson-specific variance that was shared across the four measures. This indicates that teachers' and students’ affective-motivational experiences are shaped by situation-specific influences and person-by-context interactions, which are shared between teachers and students. Teacher gender, teaching experience, class-level achievement, and the availability of motivationally supportive instructional interventions failed to explain substantial variance in these associations. 相似文献
11.
Paul Orsmond Stephen Merry Kevin Reiling 《Assessment & Evaluation in Higher Education》2005,30(4):369-386
Ramaprasad (1983) defined feedback as information about the gap between actual performance level and the reference level, which is subsequently used to alter that gap. Feedback, therefore, needs to be meaningful, understood and correctly acted upon. Tutors not only have to give feedback; they should really evaluate how effective their feedback has been. This study reports the findings of semi‐structured interviews with third year biology students on their utilization of tutor feedback. We show that students use feedback in six ways. Four specific uses were (a) to enhance motivation; (b) to enhance learning; (c) to encourage reflection; and (d) to clarify understanding. Two further forms of usage were, firstly, to enrich their learning environment and, secondly, to engage in mechanistic enquiries into their study. The findings are discussed in the context of current literature and specific recommendations are given as to how the impact of tutors’ feedback could be enhanced. 相似文献
12.
Educational video games are hypothesized to be good environments for promoting learning; however, research on conceptual learning from games is mixed. We tested whether embedding a learning support in the form of short animations illustrating physics concepts that can be used to aid gameplay improved learning. Ninety-six 7th to 11th grade students were randomly assigned to play Physics Playground with or without the learning supports over a 4-day period. Results indicate that students who played a version of the game with embedded learning supports showed more improvement on a far- (d = 0.36), but not on a near-transfer physics assessment (d = 0.17) compared to those who played without the supports. The learning supports did not affect students’ enjoyment with the game. We conclude that the game-embedded animations were effective at promoting conceptual learning without sacrificing the fun of game-based learning. 相似文献
13.
Anne-Marie Adams Hannah Wilson Julie Money Susan Palmer-Conn Jamie Fearn 《Assessment & Evaluation in Higher Education》2020,45(2):317-329
AbstractAcademic self-efficacy, the belief that one can achieve desired academic goals plays an important role in learning. This study aimed to determine the extent to which academic self-efficacy mediates relationships between students’ perceptions of feedback and their academic attainment. An opportunity sample of 232 students (123 female) in their first year of higher education reported their academic self-efficacy and evaluated their assessment experience, including the perceived quantity and quality of feedback and the extent to which this feedback elicited an active response. Positive associations were observed between academic attainment and students’ confidence that they could achieve their desired grades and adopt appropriate study behaviours. A negative association was identified between attainment and confidence to talk about their studies. Attainment was not related to the perceived quantity or quality of feedback, but did bear a significant association with the reported use to which feedback was put. Positive associations were generally identified between academic self-efficacy and perceptions of feedback. Path models revealed that inter-relationships were best represented by a model wherein academic self-efficacy mediated links between students’ perceptions of feedback and academic attainment. The findings highlight the need to incorporate characteristics of the individual into an understanding of student engagement with feedback. 相似文献
14.
A comprehensive model of affect and motivation is necessary for disentangling the variance of subject-specific measures into components that are (a) construct-specific and generalize across different subjects, (b) subject-specific and common to different constructs, and (c) specific to a particular construct in a particular subject. In the present study, we developed and investigated an integrative model that yields new insights concerning the generality and school-subject-specificity of affective-motivational constructs. To this end, we first examined structural models that could account for the hierarchical and subject-specific nature of academic self-concept, anxiety, and interest, respectively. In a second step, we combined these construct-specific models to investigate an integrative model that was able to simultaneously address between- and within-subject relations. We used data from four large-scale samples of ninth-graders (N = 866–6146) on academic self-concept, interest, and anxiety in three subjects (mathematics, French, and German). Our results underscored the importance of the components at the more global level: The major part of reliable individual differences in subject-specific measures of affective-motivational constructs and their relations to achievement indicators (grades and standardized test scores) was explained by the general components of the affective-motivational constructs and the global affective-motivational appraisals of specific subjects rather than by the construct-and-subject-specific components. Overall, the structural architecture of the integrative model provides a way to simultaneously analyze complex within- and between-subject relations of affective-motivational constructs. 相似文献
15.
Feedback is an important practice in promoting learning. This study examines teachers’ oral feedback practices, with an analysis grounded in students’ perceptions of what helps them learn. Based on 38 hours of lesson observations, interviews with 10 teachers and 84 students, we identify how teachers conceptualise and practice oral feedback. Based on student interviews, three main types of oral interaction were found to constitute feedback: discrepancy, success criteria comments and open questions. Current practices appear to address the feedback dimensions of ‘How am I going?’ and ‘Where to next?’, but seem to be lacking with respect to addressing the question related to ‘Where am I going?’ Feedback is infrequently used by science teachers compared with other types of oral interaction and the feedback types most frequently reported by students to help learning were used least often. Teachers used oral feedback types differently in whole class and small group situations. We use findings to elaborate an ideal-typical model of feedback practices, with divergent practices involving more frequent use of oral feedback, focusing on learning rather than task. The study concludes with implications for practice in teaching and teacher education.
相似文献16.
Sociocognitive characteristics—ranging from self-concepts and interests to goals and self-esteem—have been discussed as key drivers predicting adult socioeconomic success. This study analyzes how childhood sociocognitive characteristics relate to adult socioeconomic success (education, occupational status, and income). Drawing on Eccles et al.’s expectancy value theory, we operationalized sociocognitive characteristics comprehensively via academic self-concept, academic interest, professional goal aspirations and professional goal certainty, and self-esteem. Based on a German sample, we explored the extent to which potential relations were independent of other central childhood factors—namely intelligence and parental socioeconomic background—as well as of adult educational attainment, which simultaneously served as a mediator and outcome. Additionally, we used school track as a moderator variable for these relations. We thus tested the idea that the effects of childhood factors are strongly mediated and moderated by education in highly structured education systems like Germany. Our sample of N = 3906 randomly sampled participants came from a German prospective longitudinal study in which respondents were first assessed at age 12 in 1991 and last surveyed in 2009/10. All characteristics were related to socioeconomic success indicators. However, education played a central role in mediating almost all of the effects of childhood characteristics, as education was the strongest predictor for socioeconomic success, and sociocognitive characteristics—especially self-esteem, professional aspirations, and academic self-concept—predicted education. School tracks moderated these relationships, with sociocognitive characteristics being particularly predictive in the academic track. Furthermore, the effects of sociocognitive characteristics shared substantial variance with intelligence and socioeconomic background. Nevertheless, professional aspirations, academic self-concept, and—in the academic track—academic interests exhibited unique effects, predicting not only education but also further adult socioeconomic success. 相似文献
17.
This paper traces the design, development and trialling of an assessment for learning audit instrument (AfLAi) in use currently in the Republic of Ireland to gauge teachers' baseline understanding of assessment for learning (AfL) practices and the extent to which AfL is embedded in their teaching. As described in the paper, the AfLAi consists of 58 items distributed across four scales based on the following key AfL strategies: sharing learning intentions and success criteria, questioning and classroom discussion, feedback and peer- and self-assessment. Preliminary data from the study provide a window into current formative assessment practices in Irish primary schools and teachers' professional needs in AfL. 相似文献
18.
The effectiveness of animations containing two novel forms of animation cueing that target relations between event units rather than individual entities was compared with that of animations containing conventional entity-based cueing or no cues. These relational event unit cues (progressive path and local coordinated cues) were specifically designed to support key learning processes posited by the Animation Processing Model (Lowe & Boucheix, 2008). Four groups of undergraduates (N = 84) studied a user-controllable animation of a piano mechanism and then were assessed for mental model quality (via a written comprehension test) and knowledge of the mechanism's dynamics (via a novel non-verbal manipulation test). Time-locked eye tracking was used to characterize participants' obedience to cues (initial engagement versus ongoing loyalty) across the learning period. For both output measures, participants in the two relational event unit cueing conditions were superior to those in the entity-based and uncued conditions. Time-locked eye tracking analysis of cue obedience revealed that initial cue engagement did not guarantee ongoing cue loyalty. The findings suggest that the Animation Processing Model provides a principled basis for designing more effective animation support. 相似文献
19.
Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of the Feedback Perceptions Questionnaire (FPQ). The FPQ measures feedback perceptions in terms of perceived fairness, usefulness, acceptance, willingness to improve, and affect. Secondary school students (N = 1486) received a fictional scenario containing Concise General Feedback or Elaborated Specific Feedback by a fictional peer. Students rated their perceptions as if they had received the feedback themselves. Confirmatory Factor Analysis (CFA) supports the structural validity of the FPQ and its invariance for the two types of peer feedback, gender, four grade-levels and two tracks. Perceived fairness of peer feedback was a strong positive predictor of willingness to improve and affect, whereas perceived usefulness and acceptance of peer feedback showed a more complex pattern in predicting willingness to improve and affect. 相似文献
20.
《The Journal of educational research》2012,105(7):256-261
AbstractA test of achievement motivation was administered to 260 sixth graders. One month later, students participated in a science reading lesson followed by a multiple-choice test based upon that lesson. Feedback regarding performance was provided according to a standardized procedure either immediately after the test, or with one, two or three day delays. Then a retention test was administered to each group three days alter feedback. Results demonstrated that students who received feedback with a delay of one day manifested greater retention than students who received immediate feedback. There were no significant differences among groups who were exposed to delays of one, two or three days. A positive relation between achievement motivation and retention was demonstrated. There was no interaction between achievement motivation and feedback schedules. 相似文献