Who Can Benefit More from More or Less Elaborated Feedback in a Computer-Based Assessment? Dominant Goal Orientation Matters

Autor/inn/en	Wang, Zhen; Cao, Yang; Gong, Shaoying
Titel	Who Can Benefit More from More or Less Elaborated Feedback in a Computer-Based Assessment? Dominant Goal Orientation Matters
Quelle	In: Journal of Educational Computing Research, 61 (2023) 3, S.671-695 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Zhen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221132079
Schlagwörter	Goal Orientation; Feedback (Response); Cues; Student Characteristics; Instructional Effectiveness; Undergraduate Students; Learning Motivation; Correlation; Psychology; Statistics Education; Learning Processes; Foreign Countries; Transfer of Training; Multiple Choice Tests; Instructional Materials; Computer Assisted Testing; Educational Benefits; Comparative Analysis; Student Attitudes; China + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Stichwort; Unterrichtserfolg; Motivation for studies; Lernmotivation; Korrelation; Psychologie; Learning process; Lernprozess; Ausland; Training; Transfer; Ausbildung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsertrag; Schülerverhalten
Abstract	Although learner characteristics have been identified as important moderator variables for feedback effectiveness, the question of why learners benefit differently from feedback has only received limited attention. In this study, we investigated: (1) whether learners' dominant goal orientation moderated the effects of computer-based elaborated feedback on learning; and (2) whether learners' feedback perception and learning motivation mediated the relationship between elaborated feedback and learning performance. To answer these questions, 101 undergraduates with dominant learning or performance goals were randomly exposed to cue feedback or explanation feedback while working on psychological statistics tasks in a computer-based assessment. Results revealed the moderation role of dominant goal orientation in the relations between elaborated feedback and learning. Specifically, elaborated feedback had more positive effects on dominant learning-oriented learners, but no effects on dominant performance-oriented learners. In addition, feedback perception mediated the moderating effect of dominant goal orientation on the relationship between elaborated feedback and transfer performance. These findings contribute to a better understanding of the role of goal orientations in feedback learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01