Progress feedback effects on students' writing mastery goal, self-efficacy beliefs, and performance

被引：34

作者：

Duijnhouwer, Hendrien ^{[1
]}

Prins, Frans J. ^{[1
]}

Stokking, Karel M. ^{[1
]}

机构：

[1] Univ Utrecht, Dept Pedag & Educ Sci, Utrecht, Netherlands

来源：

EDUCATIONAL RESEARCH AND EVALUATION | 2010年 / 16卷 / 01期

关键词：

progress feedback; mastery goal; self-efficacy; motivation; writing;

D O I：

10.1080/13803611003711393

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress information. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students' writing mastery goal and self-efficacy beliefs. Results showed that progress feedback did not affect students' writing mastery goal and performance but did affect students' self-efficacy beliefs. The effect depended on the number of progress comments.

引用

页码：53 / 74

页数：22

共 50 条

[1] The impact of mastery feedback on undergraduate students' self-efficacy beliefs
Beatson, Nicola J.
Berg, David A. G.
Smith, Jeffrey K.
[J]. STUDIES IN EDUCATIONAL EVALUATION, 2018, 59 : 58 - 66
[2] STUDENTS' SELF-EFFICACY BELIEFS FOR WRITING
Van Vooren, Valerie
Devos, Filip
Mottart, Andre
[J]. INTED2015: 9TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE, 2015, : 2804 - 2810
[3] GOALS AND PROGRESS FEEDBACK - EFFECTS ON SELF-EFFICACY AND WRITING ACHIEVEMENT
SCHUNK, DH
SWARTZ, CW
[J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 1993, 18 (03) : 337 - 354
[4] Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems
Page-Voth, V
Graham, S
[J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1999, 91 (02) : 230 - 240
[5] The Contribution of Mastery Experiences, Performance Feedback, and Task Effort to Elementary-Aged Students' Self-Efficacy in Writing
Hier, Bridget O.
Mahony, Kristen E.
[J]. SCHOOL PSYCHOLOGY QUARTERLY, 2018, 33 (03) : 408 - 418
[6] Self-efficacy beliefs and the writing performance of entering high school students
Pajares, F
Johnson, MJ
[J]. PSYCHOLOGY IN THE SCHOOLS, 1996, 33 (02) : 163 - 175
[7] Do students beliefs about writing relate to their writing self-efficacy, apprehension, and performance?
Sanders-Reio, Joanne
Alexander, Patricia A.
Reio, Thomas G., Jr.
Newman, Isadore
[J]. LEARNING AND INSTRUCTION, 2014, 33 : 1 - 11
[8] Examining the impact of the number of sources on students’ writing performance and self-efficacy beliefs
Besma Allagui
[J]. Humanities and Social Sciences Communications, 10
[9] Examining the impact of the number of sources on students' writing performance and self-efficacy beliefs
Allagui, Besma
[J]. HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS, 2023, 10 (01):
[10] Secondary Students' Writing Achievement Goals: Assessing the Mediating Effects of Mastery and Performance Goals on Writing Self-Efficacy, Affect, and Writing Achievement
Soylu, Meryem Yilmaz
Zeleny, Mary G.
Zhao, Ruomeng
Bruning, Roger H.
Dempsey, Michael S.
Kauffman, Douglas F.
[J]. FRONTIERS IN PSYCHOLOGY, 2017, 8

← 1 2 3 4 5 →