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Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching […] Hochweber, Jan; Vieluf, Svenja Zeitschriftenbeitrag | In: Journal of Educational Research | 2018 36779 Endnote: Autor*innen: Hochweber, Jan; Vieluf, Svenja
Titel: Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality
In: Journal of Educational Research, 111 (2018) 3, S. 268-283
DOI: 10.1080/00220671.2016.1253536
URN: urn:nbn:de:0111-pedocs-170406
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170406
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Datenanlyse; Deutschland; Freude; Geschlechtsspezifischer Unterschied; Lesefertigkeit; Lesen; Mehrebenenanalyse; Motivation; Qualität; Schüler; Schuljahr 09; Sekundäranalyse; Sekundarstufe I; Unterricht; Wahrnehmung
Abstract (english): The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Formative assessment and intrinsic motivation. The mediating role of perceived competence Hondrich, Anna Lena; Decristan, Jasmin; Hertel, Silke; Klieme, Eckhard Zeitschriftenbeitrag | In: Zeitschrift für Erziehungswissenschaft | 2018 38543 Endnote: Autor*innen: Hondrich, Anna Lena; Decristan, Jasmin; Hertel, Silke; Klieme, Eckhard
Titel: Formative assessment and intrinsic motivation. The mediating role of perceived competence
In: Zeitschrift für Erziehungswissenschaft, 21 (2018) 4, S. 717-734
DOI: 10.1007/s11618-018-0833-z
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Regressionsanalyse; Empirische Untersuchung; Deutschland; Schülerleistung; Leistungsbeurteilung; Diagnostik; Lernprozess; Unterstützung; Feedback; Wirkung; Schüler; Motivation; Kompetenz; Grundschullehrer; Lehrerfortbildung; Grundschulunterricht; Naturwissenschaftlicher Unterricht; Fragebogen; Test; Mehrebenenanalyse
Abstract: Formatives Assessment (FA) bezeichnet eine Lernverlaufsdiagnostik, die genutzt wird um das Lernen der Schülerinnen und Schüler (SuS) zu fördern, indem u. A. Rückmeldungen gegeben werden. Bisherige Studien zeigen positive Effekte von FA auf die Motivation, jedoch fehlt Forschung über die zugrundeliegenden Prozesse. Die vorliegende Studie untersucht direkte Effekte von FA auf die intrinsische Motivation von SuS, sowie abgeleitet von Deci und Ryans Selbstbestimmungstheorie, die mediierende Wirkung von Kompetenzerleben. Grundschullehrpersonen wurden randomisiert einer FA-Fortbildung (n = 17) oder einer Kontrollgruppe (CG, n = 11) zugeordnet und unterrichteten anschließend zwei Einheiten in ihren Klassen (FA: n = 319; CG: n = 232 SuS). Mehrebenenregressionsanalysen zeigten nach der ersten Einheit ein höheres Kompetenzerleben und eine marginal höhere intrinsische Motivation in der FA Gruppe, sowie nach der zweiten Einheit positive Effekte auf beide Variablen. Der Effekt von FA auf die intrinsische Motivation war zudem mediiert durch das Kompetenzerleben nach Einheit 1. Dies bestätigt und erweitert bisherige Kenntnisse über die motivationsfördernde Wirkung von FA. (DIPF/Orig.)
Abstract (english): Formative Assessment (FA) refers to eliciting evidence about students' understanding and using the information to support learning, e. g. via individual feedback. There is evidence that FA fosters students' motivation, but less is known about the underlying processes. The present study investigates direct effects of FA on intrinsic motivation as well as the mediating role of students' perceived competence, drawing on Deci and Ryan's self-determination theory. In a randomized, controlled trial, primary school teachers were either assigned to an FA training (n = 17) or to a control group (CG; n = 11). All teachers then taught two science units in their classrooms (FA: n = 319 students, CG: n = 232). Multilevel regression analyses showed a higher perceived competence and a marginally higher intrinsic motivation for FA students after unit 1. After unit 2, both intrinsic motivation and perceived competence were higher in the FA condition, and the impact on intrinsic motivation was significantly mediated by students' perceived competence after the first unit. These results confirm and extend previous findings on the effectiveness of formative assessment on motivational outcomes. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Mit Antolin punkten oder: Wie sich mit dem Leseförderprogramm der Bock zum Gärtner macht Jornitz, Sieglinde; Leser, Christoph Zeitschriftenbeitrag | In: Pädagogische Korrespondenz | 2018 38515 Endnote: Autor*innen: Jornitz, Sieglinde; Leser, Christoph
Titel: Mit Antolin punkten oder: Wie sich mit dem Leseförderprogramm der Bock zum Gärtner macht
In: Pädagogische Korrespondenz, (2018) 57, S. 55-73
URN: urn:nbn:de:0111-pedocs-211006
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-211006
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Leseförderung; Lesen; Digitale Medien; Unterrichtsmaterial; Computerprogramm; Software; Schüler; Motivation; Hypertext; Lesekompetenz; Didaktik; Qualität; Bewertung
Abstract: In dem Artikel wird sich mit einer an deutschen Schulen hoher Beliebtheit erfreuenden digitalen Plattform zur Leseförderung namens "Antolin" befasst. Dazu werden neben dem Selbstverständnis und der Grundstruktur des Angebots vor allem auch die Möglichkeiten der Auswertung analysiert. Dabei stellt sich heraus, dass die sich durch das Programm darbietende "digitale Logik" einer pädagogischen Absicht entgegenwirkt, indem sie nicht zur Ablösung der Nutzung von Antolin im Sinne eines nun selbständigen Lesens führt, sondern im Gegenteil die Schülerinnen und Schüler an das Produkt dauerhaft binden soll. (DIPF/Autor)
Abstract (english): The authors of the article analyse the software platform Antolin, that is very famous in german schools and should help to support reading literacy of students. But instead of liberating the student from using the platform, it ties them to the product and works therefore against the pedagogical aim of educating a mature subject. (DIPF/Autor)
DIPF-Abteilung: Informationszentrum Bildung

Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student […] Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott Zeitschriftenbeitrag | In: Teaching and Teacher Education | 2018 37736 Endnote: Autor*innen: Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Titel: Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms
In: Teaching and Teacher Education, 69 (2018) 1, S. 1-10
DOI: 10.1016/j.tate.2017.08.017
URN: urn:nbn:de:0111-pedocs-155971
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-155971
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Mathematiklehrer; Freude; Selbstwirksamkeit; Verhalten; Wirkung; Schüler; Motivation; Überzeugung; Wahrnehmung; Mathematikunterricht; Gymnasium; Integrierte Sekundarschule; Schuljahr 09; Schuljahr 10; Lernziel; Wertorientierung; Unterrichtsklima; Klassenführung; Strukturgleichungsmodell; Berlin
Abstract (english): The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported selfefficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

An integrated model of academic self-concept development. Academic self-concept, grades, test […] Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philipp D.; […] Zeitschriftenbeitrag | In: Developmental Psychology | 2018 38238 Endnote: Autor*innen: Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philipp D.; Guo, Jiesi; Dicke, Theresa
Titel: An integrated model of academic self-concept development. Academic self-concept, grades, test scores, and tracking over six years
In: Developmental Psychology, 54 (2018) , S. 263-280
DOI: 10.1037/dev0000393
URN: urn:nbn:de:0111-pedocs-156147
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-156147
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schüler; Selbstkonzept; Modell; Theorie; Entwicklungspsychologie; Mathematikunterricht; Schülerleistung; Schulnoten; Leistungstest; Primarbereich; Sekundarbereich; Mehrebenenanalyse; Längsschnittuntersuchung; Bayern
Abstract: Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

System competence modeling. Theoretical foundation and empirical validation of a model involving […] Mehren, Rainer; Rempfler, Armin; Buchholz, Janine; Hartig, Johannes; Ulrich-Riedhammer, Eva Marie Zeitschriftenbeitrag | In: Journal of Research in Science Teaching | 2018 38001 Endnote: Autor*innen: Mehren, Rainer; Rempfler, Armin; Buchholz, Janine; Hartig, Johannes; Ulrich-Riedhammer, Eva Marie
Titel: System competence modeling. Theoretical foundation and empirical validation of a model involving natural, social, and human-environment systems
In: Journal of Research in Science Teaching, 55 (2018) 5, S. 685-711
DOI: 10.1002/tea.21436
URL: https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21436
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Geografieunterricht; Systemisches Denken; Soziales System; Umwelt; Metakognition; Kompetenz; Modell; Diagnostik; Messverfahren; Validität; Fachdidaktik; Problemlösen; Erhebungsinstrument; Reliabilität
Abstract (english): Constituting a metacognitive strategy, system competence, or systems thinking can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measurement instrument is required which is suitable both for supporting students and for the evaluation of methodical-didactic measures. Such a tool is theoretically anchored in an empirically validated geography-didactic and cognition-psychological competence model, providing a differentiated representation of both the internal structure of a competency and the proficiency levels. The starting point of this foundation was the development of a normative-theoretically derived model of geographic system competence. Its empirical validation was performed in different phases aimed at operationalizing the competence model by means of test problems. In order to analyze the factor structure of the theoretical model, various item response models were estimated. The item levels of difficulty expected in the competence model were related to the empirical levels of difficulty and predicted by means of ordinary least squares (OLS) regression to verify the model for proficiency levels. The two-dimensional competence model-with the two dimensions "system organization and behavior" and "system-adequate intention to act"-exhibits a better fit in reference to the model fit criteria than the one-dimensional and three-dimensional models. The correlations between the expected and empirical item difficulties are positive. Items that should be more difficult according to the competence model are actually shown to be more difficult. These findings suggest the reliability and validity of this new measurement instrument for diagnosing and promoting geographical system competence. It has to be implemented in practice as the next step. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Learning more from educational intervention studies. Estimating complier average causal effects in […] Nagengast, Benjamin; Brisson, Brigitte M.; Hulleman, Chris S.; Gaspard, Hanna; Häfner, Isabelle; […] Zeitschriftenbeitrag | In: The Journal of Experimental Education | 2018 37973 Endnote: Autor*innen: Nagengast, Benjamin; Brisson, Brigitte M.; Hulleman, Chris S.; Gaspard, Hanna; Häfner, Isabelle; Trautwein, Ulrich
Titel: Learning more from educational intervention studies. Estimating complier average causal effects in a relevance intervention
In: The Journal of Experimental Education, 86 (2018) 1, S. 105-123
DOI: 10.1080/00220973.2017.1289359
URL: http://www.tandfonline.com/doi/full/10.1080/00220973.2017.1289359
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Mathematikunterricht; Relevanz; Intervention; Effektivität; Schüler; Schuljahr 09; Überzeugung; Aufsatz; Motivation; Leistung; Gymnasium; Multivariate Analyse; Regressionsanalyse; Empirische Untersuchung
Abstract (english): An emerging literature demonstrates that relevance interventions, which ask students to produce written reflections on how what they are learning relates to their lives, improve student learning outcomes. As part of a randomized evaluation of a relevance intervention (N D 1,978 students from 82 ninth grade classes), we used Complier Average Causal Effects (CACE) to identify the effect of the intervention on participants who were assigned to the intervention group and were actually compliant with the intervention (i.e., treatment fidelity or compliance). Results revealed larger differences for compliers than noncompliers, although this impact depended on several factors. Implications for the application of CACE models in educational interventions, in general, and relevance interventions, in particular, are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Leseentwicklung in der Kindheit. Einflussfaktoren und Fördermöglichkeiten Nagler, Telse; Lindberg, Sven; Hasselhorn, Marcus Zeitschriftenbeitrag | In: Kindheit und Entwicklung | 2018 37997 Endnote: Autor*innen: Nagler, Telse; Lindberg, Sven; Hasselhorn, Marcus
Titel: Leseentwicklung in der Kindheit. Einflussfaktoren und Fördermöglichkeiten
In: Kindheit und Entwicklung, 27 (2018) 1, S. 5-13
DOI: 10.1026/0942-5403/a000240
URN: urn:nbn:de:0111-dipfdocs-203069
URL: http://www.dipfdocs.de/volltexte/2020/20306/pdf/KuE_2018_1_Nagler_Lindberg_Hasselhorn_Leseentwicklung_in_der_Kindheit_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Deutsch
Schlagwörter: Lesenlernen; Lesen; Entwicklung; Kognitive Prozesse; Lesefertigkeit; Einflussfaktor; Familie; Sozioökonomische Lage; Lernumgebung; Unterricht; Qualität; Lehrer; Klassengröße; Stadt; Lärm; Prävention; Intervention; Förderung; Programm; Übersicht; Literaturbericht
Abstract: Der Leseerwerb ist ein hoch komplexer Prozess, der durch eine Vielzahl von Faktoren beeinflusst werden kann. Be- stimmte kognitive (internale) Fertigkeiten und Funktionen konnten bereits als individuelle Voraussetzungen zur effektiven (schrift)sprach- lichen Informationsverarbeitung identifiziert werden. In dieser narrativen Überblicksarbeit wird der Einfluss von weiteren (externalen) Ein- flussfaktoren anhand von Informationen aus Übersichtsarbeiten und Meta-Analysen dargestellt. Dabei werden ausgewählte Faktoren (z. B. sozioökonomischer Status, häusliche Lernumgebung, Schule, urbaner Lärm) hervorgehoben. Weiterhin werden erfolgversprechende Absätze zur Prävention und Intervention skizziert. Es werden Präventionsprogramme beschrieben, die sich auf die individuelle Förderung von train- ierbaren kognitiven Voraussetzungen fokussieren. Ebenfalls werden störungsspezifische und allgemeinwirksame Interventionsprogramme dargestellt, die für eine langfristige Leseförderung eingesetzt werden können. (DIPF/Orig.)
Abstract (english): The highly complex process of reading relies on a variety of factors that influence reading development. Initially, reading acquisition requires the understanding of the relationship between letters (graphemes) and sounds (phonemes). If grapheme-phoneme correspondences are successfully established, the process of reading can be accelerated and automatized. The manifestation of phonological awareness is thereby considered to be the central cognitive component for successful reading acquisition and the best predictor of later reading performance. Furthermore, other cognitive skills, such as processing speed, phonological working memory, visual and auditory processing, as well as orthographic knowledge are assumed to also substantially affect reading development. Besides these (internal) cognitive preconditions, other (external) factors are additionally influential for the successful - or problematic - acquisition of reading expertise. The goal of this narrative summary is to give an overview of relevant meta-analytic results and insights from recent reviews considering the identification of significant family- and environment-based variables as well as information about effective German prevention and intervention approaches on the individual level. Relating to the influence of family conditions, the socioeconomic status and the home learning environment are outlined to be of specific relevance. More precisely, low socioeconomic status and an uninspiring learning environment have been associated with poor reading achievement. Further influential environment-based factors are related to the school setting and noise exposure. For example, the quality of instruction, the teacher's competency, as well as the pupil-teacher interaction are closely related to learning and reading success. Further, chronic exposure to urban noise reportedly results in lower reading performance for children, as their cognitive skills are generally still in the process of automatization and more prone to disturbances. To prevent school and reading failure, meta-analytic results suggest early fostering of (internal) cognitive skills, especially if the external preconditions are detrimental. A number of prevention programs have therefore focused on improving the central reading-related cognitive components (i. e., phonological awareness). Furthermore, reviews recommend engaging in intervention programs, which focus on symptom- related problems (e. g., reading training at phoneme or syllable level) to reduce any existing reading deficiencies. Fostering general reading competence (e. g., grapheme-phoneme correspondences) is emphasized to support children at risk as well as normal achievers. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Profiling sympathetic arousal in a physics course: How active are students? Pijeira-Díaz, Héctor J.; Drachsler, Hendrik; Kirschner, P. A.; Järvelä, S. Zeitschriftenbeitrag | In: Journal of Computer Assisted Learning | 2018 38387 Endnote: Autor*innen: Pijeira-Díaz, Héctor J.; Drachsler, Hendrik; Kirschner, P. A.; Järvelä, S.
Titel: Profiling sympathetic arousal in a physics course: How active are students?
In: Journal of Computer Assisted Learning, 34 (2018) 4, S. 397-408
DOI: 10.1111/jcal.12271
URN: urn:nbn:de:0111-dipfdocs-161603
URL: http://www.dipfdocs.de/volltexte/2019/16160/pdf/Drachsler_Profiling_sympathetic_arousal_in_the_classroom_2018_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Lernprozess; Analyse; Finnland; Physikunterricht; Sekundarstufe II; Schüler; Interesse; Langeweile; Einflussfaktor; Lernerfolg; Messverfahren; Computerunterstütztes Verfahren; Psychophysiologie; Aktives Lernen; Aufmerksamkeit; Kognitive Prozesse; Emotion; Lernmotivation; Prüfung; Wirkung; Schulnoten
Abstract: Low arousal states (especially boredom) have been shown to be more deleterious to learning than high arousal states, though the latter have received much more attention (e.g., test anxiety, confusion, and frustration). Aiming at profiling arousal in the classroom (how active students are) and examining how activation levels relate to achievement, we studied sympathetic arousal during two runs of an elective advanced physics course in a real classroom setting, including the course exam. Participants were high school students (N = 24) who were randomly selected from the course population. Arousal was indexed from electrodermal activity, measured unobtrusively via the Empatica E4 wristband. Low arousal was the level with the highest incidence (60% of the lesson on average) and longest persistence, lasting on average three times longer than medium arousal and two times longer than high arousal level occurrences. During the course exam, arousal was positively and highly correlated (r = .66) with achievement as measured by the students' grades. Implications for a need to focus more on addressing low arousal states in learning are discussed, together with potential applications for biofeedback, teacher intervention, and instructional design. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Implementation of formative assessment - effects of quality of programme delivery on students' […] Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard Zeitschriftenbeitrag | In: Assessment in Education | 2018 36450 Endnote: Autor*innen: Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Titel: Implementation of formative assessment - effects of quality of programme delivery on students' mathematics achievement and interest
In: Assessment in Education, 25 (2018) 2, S. 160-182
DOI: 10.1080/0969594X.2016.1170665
URL: https://www.tandfonline.com/doi/full/10.1080/0969594X.2016.1170665
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Regressionsanalyse; Hessen; Deutschland; Schülerleistung; Leistungsbeurteilung; Mathematikunterricht; Feedback; Qualität; Implementierung; Wirkung; Interesse; Mathematische Kompetenz; Realschule; Mathematiklehrer; Schuljahr 09; Schüler; Einflussfaktor; Lernprozess; Lernerfolg; Mehrebenenanalyse
Abstract (english): The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students' mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students' interest also was affected positively when performance evaluation was stressed. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

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