Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance |
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| Authors: | Hendrien Duijnhouwer Frans J Prins Karel M Stokking |
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| Institution: | Department of Education, Utrecht University, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands |
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| Abstract: | This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students’ writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received feedback without improvement strategies. Within each feedback condition, half of the students received a reflection assignment on feedback use and the revision (experimental reflection condition), while the other half received a reflection assignment on feedback perception (control reflection condition). Results indicated that in the experimental feedback condition writing performance gained from the control reflection assignment, while in the control feedback condition it gained from the experimental reflection assignment. Improvement strategies negatively predicted self-efficacy beliefs, especially when initial self-efficacy beliefs were low, and positively predicted planning/revising. Reflections on feedback use and the revision positively predicted mastery goal when mastery goal initially was low or moderate. |
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| Keywords: | Feedback Writing Reflection Self-efficacy Achievement goals |
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