Effects of Evaluative Feedback on Rate of Learning and Task Motivation: An Analogue Experiment
Saved in:
| Title: | Effects of Evaluative Feedback on Rate of Learning and Task Motivation: An Analogue Experiment |
|---|---|
| Language: | English |
| Authors: | Wilbert, Jurgen, Grosche, Michael, Gerdes, Heike |
| Source: | Learning Disabilities: A Contemporary Journal. 2010 8(2):43-52. |
| Availability: | Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Feedback (Response), Motivation, Learning, College Students, Special Education Teachers, Models, Foreign Countries |
| Geographic Terms: | Germany |
| ISSN: | 1937-6928 |
| Abstract: | The evaluative feedback teachers provide to learners may reference (a) individual learning progress (individual feedback), (b) social comparisons (social feedback), or (c) task criteria (criterial feedback). Various models have been proposed to explain the effects various forms of feedback have on learning and motivation with partly contradictory results. This study was designed to further examine which type of evaluative feedback best influences task performance, as defined (1) by the rate of learning and motivation and (2) by testing the hypothesis that feedback focusing on task completion (criterial feedback) is most beneficial, whereas individual and social feedback inhibits task performance. In this study, 140 university students were randomly assigned to four analogue experimental conditions: (1) individual, (2) social, (3) criterial and (4) no-feedback; furthermore, they were given a novel artificial language learning task to complete. Results showed that criterial feedback had the best results in task performance. Low-performing participants showed highest motivation in the criterial condition and lowest in social feedback, whereas their motivation in the individual feedback condition was average. Implications regarding the type of feedback that special education teachers provide are discussed. (Contains 3 figures.) |
| Abstractor: | As Provided |
| Entry Date: | 2011 |
| Accession Number: | EJ914126 |
| Database: | ERIC |
| Abstract: | The evaluative feedback teachers provide to learners may reference (a) individual learning progress (individual feedback), (b) social comparisons (social feedback), or (c) task criteria (criterial feedback). Various models have been proposed to explain the effects various forms of feedback have on learning and motivation with partly contradictory results. This study was designed to further examine which type of evaluative feedback best influences task performance, as defined (1) by the rate of learning and motivation and (2) by testing the hypothesis that feedback focusing on task completion (criterial feedback) is most beneficial, whereas individual and social feedback inhibits task performance. In this study, 140 university students were randomly assigned to four analogue experimental conditions: (1) individual, (2) social, (3) criterial and (4) no-feedback; furthermore, they were given a novel artificial language learning task to complete. Results showed that criterial feedback had the best results in task performance. Low-performing participants showed highest motivation in the criterial condition and lowest in social feedback, whereas their motivation in the individual feedback condition was average. Implications regarding the type of feedback that special education teachers provide are discussed. (Contains 3 figures.) |
|---|---|
| ISSN: | 1937-6928 |
