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Autor*innen: Harks, Birgit; Rakoczy, Katrin; Hattie, John; Besser, Michael; Klieme, Eckhard
Titel: The effects of feedback on achievement, interest and self-evaluation. The role of feedback's perceived usefulness
In: Educational Psychology, 34 (2014) 4, S. 269-290
DOI: 10.1080/01443410.2013.785384
URL: http://www.tandfonline.com/doi/pdf/10.1080/01443410.2013.785384
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutschland; Empirische Untersuchung; Experimentelle Untersuchung; Feedback; Interesse; Mathematikunterricht; Pfadanalyse; Schülerleistung; Schuljahr 09; Selbstevaluation; Wirkung
Abstract (english): The impact of two types of written feedback (process-oriented, grade-oriented)
on changes in mathematics achievement, interest and self-evaluation was compared
- with a particular focus on the mediating role of feedback's perceived
usefulness. Participants, 146 ninth graders (aged 14 to 17 years), were assigned
to either a process-oriented or a grade-oriented experimental feedback condition.
They worked on mathematics tests, received feedback on their test results and
completed surveys measuring feedback's perceived usefulness, interest and selfevaluation.
Results of path analysis showed that process-oriented feedback was
perceived as more useful than grade-oriented feedback and that feedback's perceived
usefulness had a positive effect on changes in achievement and interest.
Consistent with this, process-oriented feedback had a greater positive indirect
effect than grade-oriented feedback on changes in mathematics achievement and
interest via its perceived usefulness. There were no such effects on changes in
self-evaluation. Potential explanations for these findings, educational implications
and possible directions for future research are discussed.
DIPF-Abteilung: Bildungsqualität und Evaluation