Effects of different evaluative feedback on students’ self-efficacy in learning

Instructional Science - Tập 38 - Trang 37-58 - 2008
Joanne C. Y. Chan1, Shui-fong Lam1
1The University of Hong Kong, Hong Kong, China

Tóm tắt

Two studies examined the effects of four types of teachers’ evaluative feedback on Chinese students’ self-efficacy in English vocabulary acquisition. In Study 1, a random sample of Grade 8 students (N = 79) learned prefixes and received either formative or summative feedback after failure in test. The results showed that students who received summative feedback showed a larger decrease in their self-efficacy than those who received formative feedback. In Study 2, a random sample of Grade 7 students (N = 77) went through similar procedures as in Study 1 except that students received either self-referenced or norm-referenced feedback. The results showed that self-referenced feedback was more beneficial to students’ self-efficacy than norm-referenced feedback. The influences of teachers’ evaluation and feedback on students’ self-efficacy are discussed.

Tài liệu tham khảo

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. doi:10.1037/0022-0663.84.3.261.

Ames, C., & Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology, 76, 535–556. doi:10.1037/0022-0663.76.4.535.

Ames, C., & Archer, J. (1987). Mothers’ beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79, 409–414. doi:10.1037/0022-0663.79.4.409.

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267. doi:10.1037/0022-0663.80.3.260.

Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287–309.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi:10.1037/0033-295X.84.2.191.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A. (1989). Human agency in social cognitive theory. The American Psychologist, 44, 1175–1184. doi:10.1037/0003-066X.44.9.1175.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman & Co.

Bandura, A. (1999). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.

Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706–722. doi:10.1037/0022-3514.80.5.706.

Biggs, J. (1996). Western misperceptions of the Confucian-Heritage learning culture. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural psychological and contextual influences (pp. 45–67). Hong Kong: Comparative Education Research Centre.

Butler, R. (1993). Effects of task- and ego-achievement goals on information seeking during task engagement. Journal of Personality and Social Psychology, 65, 18–31. doi:10.1037/0022-3514.65.1.18.

Buunk, B. P., Collins, R. L., Taylor, S. E., VanYperen, N. W., & Dakof, G. A. (1990). The affective consequences of social comparison: Either direction has its ups and downs. Journal of Personality and Social Psychology, 59, 1238–1249. doi:10.1037/0022-3514.59.6.1238.

Cervone, D. (1993). The role of self-referenced cognitions in goal setting, motivation, and performance. In M. Rabinowitz (Ed.), Cognitive science foundations of instruction (pp. 57–96). Hillsdale, NJ: Lawrence Erlbaum.

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934–945. doi:10.1037/0012-1649.33.6.934.

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. doi:10.1037/0003-066X.41.10.1040.

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. doi:10.1037/0033-295X.95.2.256.

Dykeman, B. F. (1994). The effects of motivational orientation, self-efficacy, and feedback condition on test anxiety. Journal of Instructional Psychology, 21, 114–120.

Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12. doi:10.1037/0022-3514.54.1.5.

Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. doi:10.1037/0022-3514.70.3.461.

Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. doi:10.1037/0022-3514.80.3.501.

Fanshawe, J. P., & Burnett, P. C. (1999). Students’ and teachers’ perceptions of adolescents’ problems and coping strategies. Australian Journal of Guidance & Counselling, 9, 93–107.

France-Kaatrude, A.-C., & Smith, W. P. (1985). Social comparison, task motivation, and the development of self-evaluative standards in children. Developmental Psychology, 21, 1080–1089. doi:10.1037/0012-1649.21.6.1080.

García, J.-N., & de Caso, A. M. (2004). Effects of a motivational intervention for improving the writing of children with learning disabilities. Learning Disability Quarterly, 27, 141–159. doi:10.2307/1593665.

Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207–241. doi:10.1016/j.cedpsych.2004.08.001.

Hackett, G. (1985). The role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology, 32, 47–56. doi:10.1037/0022-0167.32.1.47.

Hau, K. T., & Salili, F. (1996). Prediction of academic performance among Chinese students: Effort can compensate for lack of ability. Organizational Behavior and Human Decision Processes, 65, 83–94. doi:10.1006/obhd.1996.0008.

Lam, S. F., Yim, P. S., Law, J. S. F., & Cheung, R. W. Y. (2004). The effects of competition on achievement motivation in Chinese classrooms. British Journal of Educational Psychology, 74, 281–296. doi:10.1348/000709904773839888.

Levine, J. M. (1983). Social comparison and education. In J. M. Levine & M. C. Wang (Eds.), Teacher and student perceptions: Implications for learning (pp. 29–55). New York: Erlbaum.

Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313–327.

Marsh, H. W., Kong, C.-K., & Hau, K. T. (2000). Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effect in Hong Kong schools. Journal of Personality and Social Psychology, 78, 337–349. doi:10.1037/0022-3514.78.2.337.

McAlpine, L. (2004). Designing learning as well as teaching. A research-based model for instruction that emphasizes learner practice. Learning in Higher Education, 5, 119–134. doi:10.1177/1469787404043809.

Midgley, C., Anderman, E., & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. The Journal of Early Adolescence, 15, 90–113. doi:10.1177/0272431695015001006.

Nicholls, J. G. (1979). Development of perception of own attainment and causal attribution for success and failure in reading. Journal of Educational Psychology, 75, 94–99. doi:10.1037/0022-0663.71.1.94.

Oettingen, G. (1995). Cross-cultural perspectives on self-efficacy. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 149–176). Cambridge: Cambridge University Press.

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578.

Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42, 190–198. doi:10.1037/0022-0167.42.2.190.

Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94, 23–33. doi:10.1037/0022-0663.94.1.23.

Popham, W. J. (2001). Teaching to the test? Educational Leadership, 58, 16–20.

Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84, 558–582. doi:10.1086/461384.

Richer, S. (1976). Reference-group theory and ability grouping: A convergence of sociological theory and educational research. Sociology of Education, 49, 65–71. doi:10.2307/2112394.

Schunk, D. H. (1982). Effects of effort attributional feedback on children’s perceived self-efficacy and achievement. Journal of Educational Psychology, 74, 548–556. doi:10.1037/0022-0663.74.4.548.

Schunk, D. H. (1991). Goal setting and self-evaluation: A social cognitive perspective on self-regulation. Advances in Motivation and Achievement, 7, 85–113.

Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19, 159–172. doi:10.1080/10573560308219.

Schunk, D. H., & Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences. Journal of Educational Psychology, 91, 251–260. doi:10.1037/0022-0663.91.2.251.

Schunk, D. H., & Rice, J. M. (1986). Extended attributional feedback: Sequence effects during remedial reading instruction. The Journal of Early Adolescence, 6, 55–66. doi:10.1177/0272431686061005.

Schunk, D. H., & Rice, J. M. (1987). Enhancing comprehension skill and self-efficacy with strategy value information. Journal of Reading Behavior, 19, 285–302.

Schunk, D. H., & Rice, J. M. (1989). Learning goals and children’s reading comprehension. Journal of Reading Behavior, 21, 279–293.

Schunk, D. H., & Rice, J. M. (1991). Learning goals and progress feedback during reading comprehension instruction. Journal of Reading Behavior, 23, 351–364.

Schunk, D. H., & Rice, J. M. (1992). Influence of reading comprehension strategy information on children’s achievement outcomes. Learning Disability Quarterly, 15, 51–64. doi:10.2307/1510565.

Schunk, D. H., & Rice, J. M. (1993). Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services. The Journal of Special Education, 27, 257–276.

Schunk, D. H., & Swartz, C. W. (1993a). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337–354. doi:10.1006/ceps.1993.1024.

Schunk, D. H., & Swartz, C. W. (1993b). Writing strategy instruction with gifted students: Effects of goals and feedback on self-efficacy and skills. Roeper Review, 15, 225–230.

Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195–208. doi:10.1207/s15326985ep3204_1.

Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23, 7–25. doi:10.1080/10573560600837578.

Shih, S. S., & Alexander, J. M. (2000). Interacting effects of goal setting and self- or other-referenced feedback on children’s development of self-efficacy and cognitive skill within the Taiwanese classroom. Journal of Educational Psychology, 92, 536–543. doi:10.1037/0022-0663.92.3.536.

Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81. doi:10.1037/0022-0663.89.1.71.

Skinner, E. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71, 549–570. doi:10.1037/0022-3514.71.3.549.

Spearitt, D. (1972). Identification of subskills of reading comprehension by maximum likelihood factor analysis. Reading Research Quarterly, 8, 92–111. doi:10.2307/746983.

Stevenson, H. W., & Lee, S.-Y. (1996). The academic achievement of Chinese students. A function of socialization processes and the context of learning? In M. Bond (Ed.), The handbook of Chinese psychology (pp. 124–142). Hong Kong: Oxford University Press.

Thuen, E., & Bru, E. (2004). Coping styles and emotional and behavioral problems among Norwegian Grade 9 students. Scandinavian Journal of Educational Research, 48, 493–510. doi:10.1080/003138042000272140.

Urdan, T. (2001). Statistics in plain English. London: Lawrence Erlbaum.

Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 6, 213–243.

Urdan, T., Midgley, C., & Wood, S. (1995). Special issues in reforming middle level grades. The Journal of Early Adolescence, 15, 9–37. doi:10.1177/0272431695015001003.

Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125–252. doi:10.1016/j.cedpsych.2005.03.002.

Walker, D., Greenwood, C. R., Hart, B., & Carta, J. (1994). Special children and poverty. Child Development, 65, 606–621. doi:10.2307/1131404.

Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer.

Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202–231). New York: Cambridge University Press.

Zimmerman, B. J. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73–101. doi:10.1006/ceps.1997.0919.

Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology, 89, 29–36. doi:10.1037/0022-0663.89.1.29.

Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94, 660–668. doi:10.1037/0022-0663.94.4.660.

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51–59. doi:10.1037/0022-0663.82.1.51.

Thông tin
Thông tin xuất bản

Instructional Science

Tập 38

37-58

Thông tin tác giả