The Effect of Increasing Written Approval on Italian Students' Academic Performance in Higher Education

Autor/inn/en	Sulla, Francesco; Rollo, Dolores; Cattivelli, Roberto; Harrop, Alex
Titel	The Effect of Increasing Written Approval on Italian Students' Academic Performance in Higher Education
Quelle	In: Educational Psychology in Practice, 34 (2018) 3, S.262-271 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sulla, Francesco)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2018.1438990
Schlagwörter	Foreign Countries; Teacher Student Relationship; Feedback (Response); Written Language; Positive Reinforcement; Academic Achievement; Undergraduate Students; Student Attitudes; Experimental Groups; Control Groups; Italy + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschriebene Sprache; Schulleistung; Schülerverhalten; Italien
Abstract	Increasing teacher verbal approval has been shown to produce both increased pupil "on-task" behaviour and academic achievement. The present study aimed to address gaps in current knowledge about the effect of different kinds of teacher approval, other than verbal approval, on students' performance. An exploratory study, followed by an experimental study, was conducted with Italian undergraduate psychology students in order to investigate the effect of written approval on their academic performance. The results indicate that, whilst there is some suggestion that students appreciated receiving increased written approval comments on their work, the receipt of such comments was accompanied by poorer academic performance than that of a control group. Possible explanations are presented. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01