Literaturnachweis - Detailanzeige
| Autor/inn/en | Harks, Birgit; Rakoczy, Katrin; Hattie, John; Besser, Michael; Klieme, Eckhard |
|---|---|
| Titel | The Effects of Feedback on Achievement, Interest and Self-Evaluation: The Role of Feedback's Perceived Usefulness |
| Quelle | In: Educational Psychology, 34 (2014) 3, S.269-290 (22 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2013.785384 |
| Schlagwörter | Feedback (Response); Self Evaluation (Individuals); Mathematics Achievement; Grade 9; Secondary School Students; Secondary School Mathematics; Grades (Scholastic); Foreign Countries; Learner Engagement; Path Analysis; Written Language; Hypothesis Testing; Germany |
| Abstract | The impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest and self-evaluation was compared -- with a particular focus on the mediating role of feedback's perceived usefulness. Participants, 146 ninth graders (aged 14 to 17?years), were assigned to either a process-oriented or a grade-oriented experimental feedback condition. They worked on mathematics tests, received feedback on their test results and completed surveys measuring feedback's perceived usefulness, interest and self-evaluation. Results of path analysis showed that process-oriented feedback was perceived as more useful than grade-oriented feedback and that feedback's perceived usefulness had a positive effect on changes in achievement and interest. Consistent with this, process-oriented feedback had a greater positive indirect effect than grade-oriented feedback on changes in mathematics achievement and interest via its perceived usefulness. There were no such effects on changes in self-evaluation. Potential explanations for these findings, educational implications and possible directions for future research are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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