The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class

被引：28

作者：

Muis, Krista R. ^{[1
]}

Ranellucci, John ^{[2
]}

Franco, Gina M. ^{[3
]}

Crippen, Kent J. ^{[4
]}

机构：

[1] McGill Univ, Dept Educ & Counselling Psychol, Montreal, PQ H3A 1Y2, Canada

[2] McGill Univ, Learning Sci Program, Montreal, PQ H3A 1Y2, Canada

[3] McGill Univ, Montreal, PQ H3A 1Y2, Canada

[4] Univ Florida, STEM Educ, Gainesville, FL 32611 USA

来源：

JOURNAL OF EXPERIMENTAL EDUCATION | 2013年 / 81卷 / 04期

关键词：

feedback; metacognition; personal achievement goals; self-efficacy; test anxiety; MIDDLE-SCHOOL-STUDENTS; SELF-EFFICACY; LEARNING-STRATEGIES; HIERARCHICAL MODEL; TASK-VALUE; MOTIVATION; ORIENTATION; BELIEFS; CONSEQUENCES; PERCEPTIONS;

D O I：

10.1080/00220973.2012.738257

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students' (N = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.

引用

页码：556 / 578

页数：23

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