ERIC Number: EJ1024810
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 62
The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class
Muis, Krista R.; Ranellucci, John; Franco, Gina M.; Crippen, Kent J.
Journal of Experimental Education, v81 n4 p556-578 2013
The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students' ("N" = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.
Descriptors: Goal Orientation, Feedback (Response), Tests, Scores, Mastery Learning, Performance, Undergraduate Students, Science Instruction, Test Anxiety, Self Efficacy, Metacognition, Chemistry, Schemata (Cognition), Learning Motivation, Academic Achievement, Learning Strategies
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A