The effects of feedback on achievement, interest and self-evaluation: The role of feedback's perceived usefulness

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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.
Original languageEnglish
JournalEducational Psychology
Volume34
Issue number3
Pages (from-to)269-290
Number of pages22
DOIs
Publication statusPublished - 16.04.2014

    Research areas

  • Didactics of Mathematics - feedback, interest, mathematics achievement, perceived usefulness, self-evaluation

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