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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.
Abstract

This study examined the use of ARCS-based, motivational mass e-mail messages designed to improve the motivation and retention of students enrolled in an online, entry-level, undergraduate computer applications course. Data from the Course Interest Survey, based on Keller's ARCS model, were gathered and analyzed for two online groups (one treatment and one control) and compared with a face-to-face class for differences in attention, relevance, confidence, satisfaction, and overall motivation. Based on the analysis, this article argues that simple, cost-effective, and easy-to-design mass e-mail messages show potential for addressing some of the motivational needs and retention concerns of online students.  相似文献   

3.
Abstract

Research has shown that written feedback is important for student learning and development. However, the messages embedded in feedback may lead to students being misled about what they need to learn or how they need to develop. This article reports on a small-scale investigation into the messages embedded in feedback. Legitimation Code Theory was used to first conceptualise the often-hidden purpose of a discipline (English Studies), and concomitantly of feedback within the discipline, and second to analyse actual comments given to first-year students on their assignments. It was found that there is a clear misalignment between the purpose and practice of feedback, thereby suggesting that students are receiving misleading messages about what they need for success within the discipline. This may have implications beyond merely passing the module. A suggestion is made to actively consider, and develop, feedback as a discipline-specific literacy.  相似文献   

4.
Abstract

This study compared the effect of different classroom writing practices on narrative competence. The participants were 91 primary school students, who were assigned two writing practice conditions (individual and collaborative) and one control condition. Within each condition, the students drew from different support resources to plan and revise their texts. The results show the advantages of collaborative writing when certain kinds of support are provided (particularly when the students planned their stories using a question guide and co-evaluated them using a rubric). The analysis of the verbal interaction during the collaborative writing activities also confirms that the pairs who used a rubric showed a higher number of verbal co-evaluation messages focused primarily on the overall coherence of the text (more than on semantic, grammatical or orthographic issues). Finally, the educational implications of these conclusions in terms of teaching writing in primary school are discussed.  相似文献   

5.

Lecturers working with adult students balance the need to provide feedback and assess students' work with a concern to protect vulnerable students. This article is based on a small-scale quantitative research project that looked at Access students' responses to feedback on assignments. All students found the first assignment problematic, but thereafter great variations were found, which related to varying levels of self-esteem. Students varied in their attitudes to receiving feedback, their perceptions of the messages they were receiving and whether it was important to them that they receive positive comments. They also differed in the extent of the impact of the feedback, for some students, it was 'only work'; for others, their whole sense of self was at stake.  相似文献   

6.
The production of grammatical markers takes a long time to master. Even when students know the rules, they do not systematically apply them. However, few studies have demonstrated the efficacy of interventions to improve this competence, and no study has addressed the issue at the cognitive and motivational levels jointly. Our study demonstrates the effect of combining progressive treatment, based on cognitive cost and self-assessment, on grammatical spelling and on self-efficacy beliefs. Over 8 weekly 50-minute lessons, four groups of 18, 20, 18 and 21 ninth graders received, respectively, progressive treatment alone, coupled with self-assessment, coupled with feedback, or coupled with self-assessment and feedback. These intervention groups were compared with a control group of 36 students receiving standard spelling instruction. The interventions focussed on past participle inflections, which are particularly difficult to learn for French-speaking students. The results indicated that (a) students who received progressive treatment made more progress than the control group students in spelling past participle inflections, presenting a transfer and a first degree of automatisation of the rules. The results also indicated that (b) students who participated in progressive treatment with self-assessment improved even more on the spelling tests, including free text production, and in their self-efficacy beliefs, demonstrating a deeper automatisation of the grammatical rules combined with an increase in perceived efficacy. This research shows that learning benefits from instructional practices that provide both cognitive cost and motivational support.  相似文献   

7.
Abstract

The problem involved in this study was to ascertain whether student teachers receiving supervisory feedback with the aid of video and/or audio tape replay demonstrate a greater change in their classroom verbal interactive behavior than student teachers who receive supervisory feedback with no video or audio feedback. Evidence indicates that those receiving video feedback utilize less “direct teaching influence” and more “indirect teaching influence” as categorized by Flanders’ Verbal Interaction Analysis System, Within the audio group, the magnitude of change in the student teachers’ instructional behavior was not statistically significant. The magnitude of the directional change was greater for those students receiving video or audio recorded feedback than the magnitude of change in the control group.  相似文献   

8.
《学校用计算机》2013,30(1):189-211
Abstract

This study was part of a two-year review regarding the use of Web-based case conferencing to enhance, extend, and transform the learning of pre-service teachers in an introductory educational psychology course. First, Web conferencing enhanced the learning opportunities within educational psychology by providing an electronically shared space for hundreds of students to share, discuss, and reflect on case situations common in K-12 school settings. Second, this environment extended learning by including students from other universities and countries. Finally, instead of strictly relying on instructor cases and commentary, the Web transformed the learning process by allowing students to generate cases online and provide timely and relevant peer feedback. Across the two years of this study, students generated more than a thousand case situations that tended to focus on classroom management, motivation, and controversial issues or hot topics. Within these case situations, students were extremely task focused and offered each other extensive peer feedback. Despite many positive findings, various problems were encountered such as procrastination, limited text referencing, and few justified statements. Several future directions and recommendations are outlined.  相似文献   

9.
Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focusing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for feedback, have therefore been put forward as an alternative to supporting peer assessment, even though there is little known about their exact impact on feedback. Operationalizing effective feedback as feedback that (1) elaborates on the evaluation and (2) to which the receiver is agreeable, the present study examines how these two variables are affected by feedback requests, compared to an explanation of assessment criteria in the form of a content checklist. Situated against the backdrop of a writing task for 125 first-year students in an educational studies program at university, the study uses a 2 × 2 factorial design that resulted in four conditions: a control, feedback request, content checklist, and combination condition. The results underline the importance of taking message length into account when studying the effects of support for peer assessment. Although feedback requests did not have an impact on the raw number of elaborations, the proportion of informative elaborations within feedback messages was significantly higher in conditions that used a feedback request. In other words, it appears that the feedback request stimulated students to write more focused messages. In comparison with feedback content, the use of a feedback request did, however, not have a significant effect on agreement with feedback.  相似文献   

10.
Research investigating whether people’s literacy skill is being affected by the use of text messaging language has produced largely positive results for children, but mixed results for adults. We asked 150 undergraduate university students in Western Canada and 86 in South Eastern Australia to supply naturalistic text messages and to complete nonword reading and spelling tasks. The Australian students also completed two further real word and nonword reading tasks, a spoonerisms task, a questionnaire regarding their reading history, and a nonverbal reasoning task. We found few significant correlations between literacy scores and both use of textisms (such as u for you) and measures of texting experience. Specifically, textism use was negatively correlated with spelling for the Canadian students, and with scores for timed nonword reading, spoonerisms, and Adult Reading History for the Australian students. Length of phone ownership was negatively correlated with spelling (Canadians), but positively correlated with Word Attack scores (Australians), whereas daily message sending volumes were negatively correlated with Word Attack scores (Australians). Australian students who thought that using textisms was more appropriate had poorer nonword reading and reported having had more difficulty learning to read, than those who found it less appropriate. We conclude that there is inconsistent evidence for negative relationships between adults’ use of textisms and their literacy skills, and that these associations may be influenced by attitudes towards the appropriateness of textism use. A model of the potential relationship between adults’ textism use and literacy skills is presented.  相似文献   

11.
There is concern that the violations of conventional grammar (both accidental and deliberate) often seen in text messages (e.g., hi how is ya?!!) could lead to difficulty in learning or remembering formal grammatical conventions. We examined whether the grammatical violations made by 244 British children, adolescents and young adults in their text messages was related to poorer performance on tasks of grammatical knowledge, including translating grammatically unconventional text messages into standard English. We found that variance in the production of grammatical violations in naturalistic messages was inconsistently predicted by grammatical task performance. Specifically, primary school children who made poorer grammar-based spelling choices were more likely to make more grammatical violations in their everyday messages, and university students who failed to correct more grammatical errors in a given set of messages were also more likely to make such errors in their own messages. There were no significant relationships for secondary school students. We conclude that using unconventional grammar when texting is not a consistent sign of poor grammatical abilities, although there may be links between some aspects of grammatical skill and grammatical violations in text messages.  相似文献   

12.
Recent research has shown that achievement goals differ in their effects on working memory capacity and the metacognitive judgment of learning as part of the self-regulatory process. To extend this line of inquiry, we examined the effects of achievement goals on self-control, arguably the most critical subset of self-regulation. In three experiments, adolescent and early-adult learners were randomly assigned to mastery goal, performance-approach goal, and performance-avoidance goal conditions and performed self-control tasks in ego-depleting contexts. Students in the mastery goal condition demonstrated significantly better performance than students in the performance-approach goal condition on a task that required attentional control (Experiment 1) and inhibitory control after negative feedback (Experiments 2 and 3). The performance of students in the performance-avoidance goal condition did not differ significantly from that of students in the mastery goal or the performance-approach goal conditions. Planned-comparison ANCOVAs nonetheless revealed that, across all three experiments, the self-control performance of the students in the mastery goal condition was significantly better than that of the students in the two performance goal conditions combined. Mediation analysis further suggested that performance-approach and performance-avoidance goals evoked more task-irrelevant thoughts than mastery goals did, which subsequently interrupted students’ self-control performance (Experiment 3). We discuss the implications of the mechanisms underlying motivational influences on self-control for adolescents, who experience frequent self-regulation failures in learning contexts.  相似文献   

13.
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   

14.
This study charts reports of nasty or threatening text and email messages received by students in academic years 7 and 8 (11–13 years of age) attending 13 secondary schools in the North of England between 2002 and 2006. Annual surveys were undertaken on behalf of the local education authority to monitor bullying. Results indicated that, over five years, the number of pupils receiving one or more nasty or threatening text messages or emails increased significantly, particularly among girls. However, receipt of frequent nasty or threatening text and email messages remained relatively stable. For boys, being a victim of direct‐physical bullying was associated with receiving nasty or threatening text and email messages; for girls it was being unpopular among peers. Boys received more hate‐related messages and girls were primarily the victims of name‐calling. Findings are discussed with respect to theoretical and policy developments, and recommendations for future research are offered.  相似文献   

15.
Teaching students to use and interpret representations in science is critically important if they are to become scientifically literate and learn how to communicate their understandings and learning in science. This study involved 248 students (119 boys and 129 girls) from 26 grade 6 teachers’ classes in nine primary schools in Brisbane, Australia. Teachers were randomly allocated by school to one of three conditions: the contemporary science + representations condition (Experimentala), the contemporary condition (Experimentalb), or the comparison condition as they participated in an eight-week inquiry-science unit on Natural Disasters. Data on students’ discourse were collected at two time points during the implementation of the unit and data on the concept maps were collected pre- and post-intervention while data on the reasoning and problem-solving (RP-S) task were collected following the intervention. The results show that when students participate in an inquiry-based science unit that is augmented with a variety of multimedia resources presenting a range of current contemporary events (Experimentala and Experimentalb conditions), they demonstrate significantly more social language and basic scientific language and marked increases in moderate scientific language than their peers in the comparison condition. Interestingly, although there were no significant differences on the Personal Concept Map scores between the conditions at Times 1 and 2, the students’ scores in all conditions improved decidedly across time. It appears that as the children had more time to engage with the material, participate in cooperative peer discussions, and receive encouragement from their teachers to provide elaborated feedback to each other, their conceptual understandings of earthquakes were enhanced. However, although the children in the experimental conditions demonstrated significantly more social and scientific language than their peers in the comparison condition, these oral language skills did not transfer to the RP-S task, possibly because they may not have had enough time to consolidate their application in a novel context where they had to work independently.  相似文献   

16.
ABSTRACT

In higher education, students often misunderstand teachers’ written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students’ feedback perception than written feedback; it did not improve students’ self-efficacy, or motivation. Feedback request forms did not improve students’ perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms.  相似文献   

17.
This research aims to promote our understanding of feedback engagement processes in writing tasks using a combination of online and offline measures, including eye-tracking, thinking-aloud, and text-analyses. Study 1 explored how sixteen students read, evaluate, and use feedback for revision. Results revealed three feedback processing strategies: (1) superficial processing (n = 6), which is characterized by reading feedback in a linear way, without critically rereading or revising the text, (2) local processing (n = 6) in which students switched between reading the comments and the commented text, and (3) deep processing (n = 4) in which students integrated the feedback with both commented and uncommented parts of the text and made more substantial revisions. In Study 2, we investigated the local and deep feedback reading strategy in more detail with 41 students using a within-subject design with different types of feedback. Results demonstrated the same strategies among students, but also that the focus of feedback affected students' revision behavior, above and beyond an individual feedback processing strategy. This finding is in line with previous research that emphasized the effects of feedback characteristics on students’ use of feedback. By triangulating various process measures, this research is one of the first that provides empirical evidence for different feedback processing strategies among students. These novel insights in individual feedback engagement processing can be used to extend and refine current theories on how, when, and why feedback works and for whom.  相似文献   

18.
We investigated what impact elaborated feedback has on sixth graders' deep-level comprehension of texts within a computer-based assessment. Experiment 1 (N = 566) focused on the contents of computer-provided elaborated feedback (i.e. inference-prompts, error explanations, or monitoring-prompt) using a control-group design. Results showed that none of the feedback treatments had an effect on performance. This appeared to result from participants' low commitment to processing the feedback. Experiment 2 (N = 251) focused on the feedback presentation type by varying computer-mediated and person-mediated inference-prompts within a control-group design. Results showed that only the person-mediated inference-prompts had significant effects on performance with respect to the correction of initially false answers to comprehension questions and the performance on subsequent test questions. Findings of both experiments indicate the impact of inference-prompts on text comprehension within performance assessments, highlighting the need to explicitly account for motivational issues in feedback interventions on higher-order reading processes.  相似文献   

19.
ABSTRACT

This study investigates the role of automated scoring and feedback in supporting students’ construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students’ written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students’ revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.  相似文献   

20.
ABSTRACT

The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students’ affective responses and effort in physical education. The sample involved 338 sixth-grade students (11–12 years old) who completed a questionnaire battery incorporating measures of motivational climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving climate, autonomy, and relatedness support had more positive influences on pupils’ affective responses in comparison to an ego-involving climate.  相似文献   

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