The effects of feedback on achievement, interest and self-evaluation: The role of feedback's perceived usefulness
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Educational Psychology, Jahrgang 34, Nr. 3, 16.04.2014, S. 269-290.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - The effects of feedback on achievement, interest and self-evaluation
T2 - The role of feedback's perceived usefulness
AU - Harks, Birgit
AU - Rakoczy, Katrin
AU - Hattie, John
AU - Besser, Michael
AU - Klieme, Eckhard
PY - 2014/4/16
Y1 - 2014/4/16
N2 - 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 self-evaluation. 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.
AB - 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 self-evaluation. 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.
KW - Didactics of Mathematics
KW - feedback
KW - interest
KW - mathematics achievement
KW - perceived usefulness
KW - self-evaluation
UR - http://www.scopus.com/inward/record.url?scp=84897059515&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/39da51c9-84af-3658-8c75-8e5590064a17/
U2 - 10.1080/01443410.2013.785384
DO - 10.1080/01443410.2013.785384
M3 - Journal articles
VL - 34
SP - 269
EP - 290
JO - Educational Psychology
JF - Educational Psychology
SN - 1469-5820
IS - 3
ER -